At the time of this study, blended learning studies were more numerous in the postsecondary level than in a K-12 setting. In 2016, the Tennessee Department of Education recommended blended learning be used as a teaching strategy. Tennessee Department of Education administrators also suggested all Tennessee School districts offer as many Early Postsecondary Opportunities to students as possible. Two of those Early Postsecondary Opportunities were State Dual Credit (SDC) and Advanced Placement (AP) Courses. The purpose of this basic interpretive qualitative study was to determine how SDC and AP teachers in Tennessee defined blended learning, their perceptions of both the models and strategies typically used in blended learning, their perceptions of blended learning professional development they received, and how those experiences influenced their implementation of models and strategies typically used in blended learning through the use of a questionnaire and interview protocol. I utilized a questionnaire and interview protocol to collect data from 30 SDC and AP Teachers in Tennessee about blended learning. I found SDC and AP Teachers were unclear on the definition of blended learning. SDC and AP Teachers also considered models and strategies typically used in blended learning beneficial in the instruction of their courses. SDC and AP Teachers also considered professional development influential on their implementation of blended learning models and strategies in their courses. [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.]