This study investigates the role of the Readiness Assurance Process, a component of Team-Based Learning, in enhancing pre-class preparation and group discussions in a Flipped Classroom physics course. By integrating a sequence of individual and team readiness tests before more complex group problem-solving activities, the RAP aims to improve the quality of in-class teamwork. Data from self-reports indicates that almost all students met preparation guidelines. Preliminary results from analysis of one team's discussions during team readiness testing showed that most in-class discussions were productive. However, the uneven distribution of verbal contributions among team members indicates group dynamics that could impact the learning environment's effectiveness. This underscores the importance of interventions to ensure equitable participation. This study contributes to the broader discourse on active learning strategies in physics education by highlighting the role a structured preparatory process can play in enhancing preparation and effective teamwork.