Since 1987 I have taught a graduate “Bibliography of Music” course at Indiana University of Pennsylvania. In recent years I have been concerned that my students had a difficult time in learning basic bibliographical skills, such as proper citation, searching catalogs and indexes, using reference books, and creating an annotated bibliography. There needed to be a sea-change in the way I taught that course, so I decided to try “flipping” the course, where the students would study the course materials outside of class and complete practical assignments during class with my guidance. By doing this, I became much better engaged with my students, learned their points of view, and was better able to assist them to become informationally literate. The ways in which I taught the course also became “flipped,” in that it became less fact oriented and more skills oriented, testing became less an assessment and more a learning exercise, and assignments became more geared towards practical reality. It was a better way to teach towards fulfilling the ACRL Framework for Information Literacy for Higher Education. This presentation will describe the advantages and disadvantages of flipping music bibliography, telling what worked, what didn’t, and the direction of Music Bibliography in the 21st century.