Employers indicate that college graduates have adequate discipline-specific knowledge and technical skills, but often lack in essential professional skills. A “flipped class” strategy can provide opportunities for students to refine self-management and problem-solving skills, two essential professional skills. “Flipping” is often accomplished by assigning students to watch pre-recorded video lectures and possibly taking a low stakes quiz over those materials. The live classroom time can then be spent further exploring the topic through group activities, class discussions or interacting with a guest speaker, which offer opportunities for communication and professional skills development. Research into flipped classes is providing some evidence that students may not be fully watching or participating in this “at home” pre-work and therefore not fully gaining the technical and professional skills growth possible. This study compares student utilization of prerecorded video presentations with that of an interactive digital book for students in two undergraduate agriculture courses. Evolution of the courses and the digital books are described. Results suggested student impressions of the digital books were strongly positive. In addition, students, as an aggregate, accessed the digital books considerably more than recorded videos and stayed engaged for far more time. Suggestions for future studies are included.