This paper reports on a case study aimed at developing a better understanding of the different dimensions of blended learning technology. Drawing upon learners' experiences, it examines the circumstances in which learners are more likely to choose among different learning preferences and explores learners' preferences for human and online learning support environments and the factors driving their choices. Finally the paper describes an instructor's selection of and experiences in the use of technology to support students' learning and how technology has impacted face-to-face interaction with students. The study concludes with a summary of the different dimensions of blended learning and how an understanding of these dimensions impacts the theory and practice of blended learning within the educational environment.