The need for research on the effectiveness of a blended style of instruction is vital when considering the need for students to gain a lasting understanding of real-world knowledge and the need for teachers to address all state standards in preparation for their students to pass achievement tests. The purposes of this study were to determine the effects of three teaching styles on the satisfaction level of elementary students and to determine the effects of those teaching styles on achievement of elementary students on immediate and delayed posttests. The findings showed significant differences on only two of the satisfaction items in third grade. It showed significant differences favoring a blended style of instruction in second and third grades. [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.]