As Walker, Golde, Jones, Bueschel, and Hutchings (2008) state, research is "the sine qua non of the doctorate" (p. 4). Therefore, equipping students with the knowledge and skills to conduct research is a key priority in doctoral education. Blended instruction is a promising, yet so far seldom used model for supporting doctoral students' learning and research training. This model includes a combination of traditional face-to-face (FTF) instruction with Web-based online approaches. This phenomenological case study attempts to answer two questions regarding doctoral students' perceptions of learning in a research methods course that used blended instruction: (1) How do doctoral students perceive their learning developing through the interactions and activities taking place in the FTF and online components of a blended research methods course? (2) How do their lived experiences shape their interactions, engagement, and participation in the course? The study seeks to provide an in-depth look at these questions by considering the cases of three doctoral students. Notions of community of practice and legitimate peripheral participation (Lave & Wenger, 1991, Wenger, 1998) and activity theory (Engestrom, 1987, 1993, 2001; Roth, 2007, 2009) provided the theoretical lens for this study. Data included in-depth interviews with the participants, fieldnotes made during observations of the FTF sessions, and documentary data, including the course syllabus and online transcripts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]