The COVID-19 pandemic has accelerated the integration of technology in classrooms. This has highlighted the need for a deeper understanding of how students experience these learning environments. In response, this case study explored how students experience blended learning in post emergency learning through a digital equity lens. The analysis of interview data revealed six major themes, which yielded three key findings. These findings emphasize the need to embrace a simplified approach to technology integration, refine instructional practices to effectively use technology as a supplement rather than a replacement for traditional tactile elements, while also advancing digital literacy that builds high yield digital capital. This case study significantly contributes to the discourse surrounding effective instructional practices within blended learning as well as broader discussions on digital equity. The case study offers actionable implications for educators, policymakers, and researchers across curriculum design, pedagogical practices, and professional develop that empowers educators to implement successful blended learning initiatives using a digital equity lens. Furthermore, future research may explore various instructional strategies, models, and differentiated instructional practices that foster equitable experiences for all students in blended learning classrooms. [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.]