This paper reports on a case study investigating distance learners participating in graduate-level hybrid synchronous instruction. This research helps inform the design of hybrid synchronous instruction in which face-to-face and distance learners engage in class sessions. Data were collected using electronic journals, individual interviews, and a focus group. The results of the data analysis provide evidence that in this case, hybrid synchronous instruction improved the study habits of distance learners. On the other hand, the case study results also revealed that there are challenging pedogogical aspects which the distance learners had to overcome during hybrid synchronous instruction. Among such challenges were the interactions, relationships, and communication exchanges between distance learners, their face-to-face counterparts, and the instructor.