Student enrollment in K-12 blended learning classes, including for students with disabilities, has steadily increased in the last decade and is likely to continue post pandemic. Although more K-12 students with disabilities are accessing blended learning opportunities, how special education itinerant teachers (SEITs) engage students with disabilities in this format is unclear. This case study examines how SEITs utilize instructional strategies to support students with disabilities in blended learning classes, organize and design the virtual learning component of the class, and facilitate interactions with students in this course format. Participants (n = 12) from a comprehensive secondary school in Pennsylvania were invited to share qualitative data regarding their engagement with students in blended learning classrooms. Through personal interviews and document analysis, this study reports seven key findings, including that SEITs often serve diverse and overlapping roles and play no role in the organization and design of course materials posted in a school's learning management system (Schoology). The Adolescent Community of Engagement framework served as the foundation for examining the topic. The findings provide districts with a better understanding of how SEITs engage students with disabilities in blended classes. The findings also provide K-12 educators' research on SEIT-supportive practices as they work to meet the unique needs of students identified with disabilities taking classes outside the traditional brick-and-mortar classroom. [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.]