Engineering education has been slow to adopt research-based educational innovations. Few prior works on such adoption have investigated the combined classroom experiences of instructors and students when such innovations are being implemented. Therefore, this work focuses on the lived experiences of an instructor and her students when adopting an active, blended, and collaborative learning environment, known as "Freeform," in a second-year dynamics course. Weekly reflections from the instructor were processed alongside student interviews using Thematic Analysis to discern prominent themes in their perspectives for comparison and discussion. The results indicate that the instructor navigated internal tensions between her previous instructional preferences and the philosophy and resources of "Freeform." Similarly, students had to adapt to this new philosophy and suite of resources that were uncommon for their institution. Ultimately, this work highlights the contextual natures of teaching and learning, and how situational factors can influence educational innovation.