This study examines the implementation of flipped classroom (FC) approaches in two courses, C1 and C2, at the Faculty of Engineering (FI) of the Universidad de la República. We selected Robert Talbert's framework as our primary reference due to its effectiveness in characterizing and analyzing FC design and implementation. We used a qualitative approach to analyze FC methodologies in C1 and C2, utilizing syllabi, Moodle platform analysis, classroom observations, and teacher interviews. This research aims to elucidate FC elements, compare approaches, and gather insights to enhance educational practices in engineering, fostering faculty dialogue and advocating for innovative educational practices. The general design of the FC proposal for both courses distinguishes between individual study of theoretical and practical content and group classroom work. Following the pandemic, both courses have moved from two face-to-face theory sessions per week to one and have added new self-generated audiovisual materials to their existing class recordings. Moodle observations reveal the necessity of structuring individual student activities and providing feedback to prepare them adequately for group work. Classroom observations indicate that C1 focuses on individual student inquiries and theoretical content review, while C2 takes a more structured approach, addressing central concepts through dialogue, group exercises, and continuous guidance. Comparing the proposals with Talbert's framework shows the clearest alignment with C2, evident in guided planning and classroom design. For C1, it is crucial to continue refining the design to better guide students and promote active work in the classroom.