Our methods to reach all students are no longer effective for the student body before us. Many students are struggling with stress, inattention in class, and absences from school. A significant number of our students are struggling to get to and stay in school. In addition to these issues, students are struggling to find relevance in their education. Students used to depend on their teachers to impart information to them that they would need to function in college, their careers, and society. Now, with all the answers conveniently located in their pockets, students need teachers to teach them how to ask the right questions. I have come to believe our classrooms need to be flexible and welcoming places where students can work at their own pace, whether due to difficulties with learning, paying attention, or getting to school. In this action research project, I implemented a self-paced, mastery-based, blended-learning process with my students and attempted to give each student work designed for their specific academic needs while also trying to build relationships with students in small groups and one-on-one interactions. Data showed: (a) time out of class was reduced from 12% to 7%, (b) students completed more schoolwork and achieved higher grades, (c) students indicated work was at their appropriate level, and (d) 90% of students reported enjoying class more.