Multimedia in blended learning provides the ability to enhance students’ performance and satisfaction. Microlectures are one type of multimedia that comprise of short modular videos that introduce basic theoretical concepts. Literature provides limited insight into how this specific format supports engineering classrooms. This study, therefore, explored what the benefit of flipped microlecture classes is for students in a course with mainly traditional face-to-face lectures. To this end, we allocated ten students to a flipped microlecture and twelve to a traditional lecture setting; conducted pre and post-tests; and, organised a focus group. Results show a positive effect of the flipped microlecture class on the test performance. Students’ qualitative evaluations also indicate their satisfaction with increased control over learning, reduced discomfort of traditional lecture settings, enhanced classroom interaction, and better knowledge retention. These findings resonate with blended learning and multimedia literature and support future decision making about microlectures in engineering education.