Blended learning allows students to have some control over the time, path, pace, and place by blending their instructional opportunities in both online and face-to-face learning environments. The problem of how students' negative perceptions of the blended learning environment negatively impacted their academic achievement is linked to the purpose of this study. The purpose of this quantitative correlational study was to understand better how middle school students' perceptions of their blended learning environment impacts their academic achievement. This study's target population was students in the middle school setting in a central Ohio school. The sample size for this study included 180 sixth-grade students. The theoretical framework that guided this study was connectivism and the Cognitive theory of multimedia learning (CTML). This study used a quantitative methodology and a correlational design. The study originated from the literature on blended learning and student academic achievement. From the gap in the literature, the researcher explored the question of What relationship if any exists between the students' perceptions of the blended learning environment and the students' academic achievement in blended learning courses? The Web-based Learning Environment Instrument (WEBLEI) was used to collect perception data, and student GPA averages were used to collect academic data. These results indicated a positive correlation between the students' perceptions and the students' academic achievement in their blended learning courses. Recommendations for practice were to provide middle school students the opportunity to participate in a blended learning environment, utilize technology as a tool to increase interest, and provide appropriate teacher training on how to effective implement a blended learning environment. Recommendations for future research included duplicating this study in a larger district with multiple middle schools, researching all grade levels (K-12), and exploring potential differences between genders. The results of this study would be beneficial to superintendents, administrators, teachers, parents, and especially students. This would provide the opportunity to leverage students' perceptions in a way that promotes increased academic achievement in a blended learning environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]