a. For students, there exists a 'digital divide'. Not all families are from the same socio-economic background, and thus access to computers or video-viewing technology outside of the school environment is not possible for all students. This model of instruction may put undue pressure on some families as they attempt to gain access to videos outside of school hours.

b. Additionally, some students may struggle due to their developing personal responsibility. In a self-directed, home learning environment students who are not at the developmental stage required to keep on-task with independent learning may fall rapidly behind their peers^.

c. Others argue that the flipped classroom leads to increased computer time in an era where adolescents already spend too much time in front of computer screens. Inverted models that rely on computerized videos do contribute to this challenge, particularly if videos are long.

d. Additionally, flipped classrooms that rely on videos to deliver instruction suffer some of the same challenges as traditional classrooms. Students may not learn best by listening to a lecture, and watching instructional videos at home is still representative of a more traditional form of teaching. Critics argue a constructivist approach would be more beneficial.

e. Teachers may find challenges with this model as well. Increased preparation time is initially likely needed, as creating high quality videos requires teachers to contribute significant time and effort outside of regular teaching responsibilities. Additional funding may also be required to procure training for teachers to navigate computer technologies involved in the successful implementation of the inverted model.

f. The potential performance increase from flipped classrooms varies greatly on classroom by classroom basis. The potential benefits may be affected by the method of conducting the classroom and the level of intensity of the course. Currently, the amount of research available is not enough to create rigorous practical guidelines for all teachers to use. Therefore, some teachers may conduct the flipped classroom more effectively than others. In addition, the level of intensity of the course may also play a crucial role in the efficacy of the flipped model. Researchers often witness a more defined performance increase in K-12 education as opposed to college or graduate education.