Engaging groups of students from different geographical locations in a synchronous hybrid class is a challenging task. Professor Thomas Elias Cocolios knows this firsthand as he is teaching his course at two locations in parallel at KU Leuven, Belgium. Initially, the nuclear and radiation physicist adopted a traditional lecture approach in his General Physics course, using livestreams to reach both onsite and remote students. However, he felt a disconnection with the students, which hindered the learning and teaching process. Recognizing the need for change, he drastically reimagined the course for undergraduates in physics, chemistry and computer sciences. In this chapter, we describe Professor Cocolios’s innovative approach, which he titles ‘Collaborative Multilocation Learning in the Flipped Classroom’. Key components include a well-equipped classroom with hybrid functionalities at both locations, and a variety of engaging learning activities driven by a flipped classroom model. Cocolios’s instructional design aims to connect students not only from a technological perspective, but also from a pedagogical-didactical one. After a general description of the case, context the learning goals and a overview of the course design will be provided. Next, we will discuss the hybrid model and the infrastructure that facilitates the course. Furthermore, we will reflect on the innovative, hybrid approach. As the professor states, synchronous hybrid education is “not a walk in the park”, yet it can lead to strong, inclusive and sustainable education. Our goal is to inspire other educators around the world.