In pursuance of more efficient and productive teaching, this Millersville Honors College Thesis is about investigating the use of videos for a flipped classroom approach as well as for supplemental practice. Based on my literature review, a flipped classroom is a newer teaching technique that utilizes technology to switch the traditional teaching and practice periods. A flipped classroom attempts to allow students more focus and attention from their teacher when completing more difficult application problems. The contrasting method of using videos for primary instruction in the flipped classroom is using them for supplemental instruction. These can be resources, websites, or online software that may be utilized so students can practice or review concepts that they are being taught. This method can be more individualized and helpful to students who benefit from increased attention; however, many factors go into both of these techniques. A survey conducted through Qualtrics aims to get teacher’s feedback and insight into both of these teaching strategies. When combined, the various school districts across the region represent diverse populations with different needs and expectations from students and teachers. My data provides information and analysis of the teacher’s perceptions about videos used in a flipped classroom and videos used for digital supplemental learning. The findings show that supplemental videos were more applicable compared to utilizing videos in a flipped classroom.