This paper reports on the findings of a case study that investigated how blended teaching and learning was implemented in a New Zealand secondary school. An ecological perspective was taken to clarify the complexity of blended teaching and learning implementation by researching the roles of students, teachers, school leaders and other educational stakeholders, in and beyond the school. An ecological framework was developed that gives rise to several recommendations for individuals and groups within the three levels of the school's multilevel ecology: the classroom, the school, and the wider ecosystem in which the school is located.