Many educators utilizing TBL continually struggle with students adequately preparing for class. While iRATs and tRATs are intended to incentivize studying, all too often students skim the surface or are able to skate by if they're good test takers. The struggle becomes even more burdensome for students with specific learning disabilities, attention deficit, and ESL students. There are a number of factors why students eschew readiness material until the very last hour before class or cram before exams; the material is too complex, long, dry, tedious, presented in a 2 dimensional handout, they don't feel as though they are experiencing learning, or they require a more layered or scaffolded approach to topics. In an attempt to incentivize students and level the playing field for more vulnerable students to prepare more thoroughly before class, I have employed several techniques to incorporate technology and interactive learning throughout their modules as well as adjusting the stakes around iRATs. I will share some of my practices, provide information regarding the efficacy of these practices in the classroom, student receptivity and feedback. My hope is to empower all of us as educators to consider various the methods we can deliver to help keep a "flipped classroom" active for students who may lack motivation or require a more dynamic approach to learning.