Students studying for a degree in peace and conflict studies don’t just need a substantial body of knowledge - they also need practical skills and higher-order cognitive capacities. These skills are best acquired through active learning. The Inverted Classroom Model (ICM) opens spaces for active learning in traditional lecture and seminar courses by moving passive learning to the preparatory phase while the inclass phase is used for practical, hands-on work. This article aims to provide an introduction to the ICM for teachers in higher education and to help them develop and implement courses in an ICM format. Based on our experiences with the ICM we discuss the planning process of an ICM course and offer recommendations for first-time users.