Access to technology has increased significantly in K-12 classrooms in recent years, with many districts and schools achieving a 1:1 device-to-student ratio. Considering this increased access to technology, blended learning has become more commonplace as an instructional approach. However, the advancement of blended learning has outpaced the available research, particularly in the K-12 environment. This qualitative case study explored educator perceptions of blended learning in the K-12 setting from the vantage point of teachers, administrators, and district-level instructional technology personnel. Specifically, the researcher investigated perceived advantages, challenges, and impacts on student learning, as well as the role of district-level support and professional learning in the implementation of blended learning, in a large, urban school district. [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.]