This mixed methods outcomes study investigated a summer school mathematics program for all incoming 9th grade students at a suburban New England vocational technical high school. Qualitative data was gathered via survey and interview from administration, faculty, and students involved with the newly introduced online learning program. Additionally, each student was tested in the Spring and Fall of 2010 with the Northwest Evaluation Association (NWEA). These scores were analyzed to determine change in mathematics skills. Comparison of spring and fall NWEA scores of students who did not use the online math program and those who used it independently or as part of a hybrid class were not found to be statistically significant when an analysis of covariance (ANCOVA) test was administered. Investigation of the 9th grade students end of the year math scores also revealed no statistically significant relationship between grades and participation in any of the three student groups--(1) students who did not use the online program; (2) students who used the online program independently; and (3) students who used the online program with support of an instructor in a hybrid summer math class. Keywords: Online Learning, Hybrid Instruction, Mathematics, Vocational Technical High School [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.]