With an increasing number of students experiencing blended instruction, understanding how instructors blend their face-to-face and online teaching is important. This study explores current practice in blending instruction through a researcher-developed survey, which was administered to educators who work in North Carolina's public pre-kindergarten to grade 13 schools with a one-to-one student-to-instructional computer ratio. Descriptive statistics, such as frequency and proportion, and a category system of common responses for open-ended questions were used to analyze the data. Participants' ratings and comments are shared, providing a better picture of who in North Carolina's public pre-kindergarten to grade 13 schools is blending instruction, which hardware and online tools are being used, with what frequency, by whom (instructors and/or students), and what barriers are encountered when implementing this model. This study establishes a starting point for additional research on blended instruction. Recommendations for further study, including the investigation of how the hardware and online tools are being used in context to assess best practices, are presented. Administrators in schools and school systems, the Regional Education Service Alliances, the Department of Public Instruction, professional associations, and teacher education programs could benefit from the data collected. [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.]