This study determined the teacher-perceived experiences within the blended learning environment to fill a void in previous data. The three research questions defined blended learning, explained strengths and challenges, and provided feedback on teaching programs. This qualitative case study used an ethnographic framework through interviews, check-in meetings, observations, and data collection from four participants. A grounded theory method created themes and codes from the participant's responses. The participants and previous research defined blended learning as face-to-face and online interactions with students that required readiness from all stakeholders. The participants believed their job would be easier with less additional duties and more time with students. The participants would like teachers to have more experiences, observations, and understanding of blended learning. [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.]