The purpose of this phenomenological study was to explore experiences of using pen-enabled devices in a blended learning environment for high school teachers in an international school in India. The researcher used a phenomenological study design. Homogenous Purposeful sampling strategy was used to identify participants who were used individually. Structured and semi-structured interviews were used to collect data based on lived experiences of 10 purposefully selected high school teachers in an international school in India. The researcher transcribed and analyzed the information from the interviews. The researcher then examined responses for emerging themes: teaching practices, learning, and technology integration. In order to implement efficient implementation of pen-enabled devices in blended learning, the high school teachers must understand experiences of teachers using pen-enabled devices along with its benefits and challenges of using these devices. The study revealed that the pen-enabled devices primarily benefitted teachers by simulating a white board in a blended learning environment, which allowed them to demonstrate or elaborate instruction as one might in a face-to-face classroom 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.]