This study uses Clark and Estes' (2008) gap analysis performance model which systematically analyzes organizational goals to identify current performance levels and stakeholder assets or needs within an organization. In this study, the model was adapted as a promising practice approach to identify the knowledge, motivation, and organizational assets of rotational blended learning teachers from the highest performing middle schools in Jiminy Public Schools. This organization was identified as a promising practices because their students' foundational reading skills rose at a higher rate than all other comparative schools. Seven teachers were interviewed, observed, and document analyses were conducted on their lesson resources. The data was coded and analyzed to identify the assets and needs to effectively implement a blended learning reading intervention program at Jiminy Public Schools. Findings from the study indicate a number of knowledge, motivation, and organizational assets that can be adopted at other school sites, particularly with how deliberately teachers plan the execution of lessons and design the classroom environment. This study makes recommendations for other school sites to adopt the teacher assets through ongoing training and coaching supports to ensure effective implementation of the blended learning model. [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.]