INTRODUCTION: The limitations of lectures are magnified when teaching technical skills. A "flipped classroom" (FC) model allows learners to first review material and replaces lectures with active teacher-learner engagement. FC has been shown to improve knowledge retention, but its impact on skill acquisition is unknown. This exploratory study assesses the feasibility and learner perception of an FC model for percutaneous nephrolithotomy (PCNL) simulation. METHODS: Urology residents participated in a PCNL simulation curriculum. Residents first reviewed materials on obtaining percutaneous access, followed by an in-person discussion and 4 simulation activities. Pre-/post-simulation surveys were collected regarding prior experience, confidence in skills (rating scale from 1-5, unable to perform to can perform independently), and scores on a validated Flipped Classroom Perception Instrument (agreement scale 1-5). RESULTS: Thirteen residents with varying PCNL experience reported significantly increased confidence in obtaining access across all measures ( CONCLUSIONS: An FC model was feasible and rated by learners as highly effective for teaching percutaneous renal access and significantly improved residents' skill confidence regardless of prior PCNL experience.