The purpose of this study was to explore how teachers experience blended teaching and learning. This article describes the interplay of beliefs and practices of four high school teachers, based on interview data, observation data, and artifact analysis. Results showed that the four teachers in the study enacted their beliefs in the blended context. Teachers' views centered on active and authentic learning for students. They saw their roles as facilitator, coach, guide and co-learner, placing their trust in different aspects of the teaching and learning process. Instructional strategies that supported their beliefs included the use of a variety of types of resources, flexing content from week to week, inclusion of student choice, especially within authentic tasks, and opportunities for student collaboration. All four teachers viewed assessment as learning and placed significant emphasis on formative assessment and feedback. The study suggests that further research into how teachers view and practice assessment in the blended context could benefit the field.