In a recent meta-analysis of online learning, the U.S. Department of Education supported findings to suggest that learners benefit from exposure to blended learning environments when digitally skilled teachers implement technology into traditional classes. Data from these studies support evidence to benefit learners by increasing interest, individualized instruction, and student-centered learning yet this new instructional paradigm has created a complex challenge for teachers unprepared to embrace technology integration at this level. Shulman's theory of pedagogical content knowledge was a descriptor for master teachers and a foundation for Mishra and Koehler's theory of technological pedagogical content knowledge. The problem addressed in this single-case study was to determine if a staff development seminar using Mishra and Koehler's theoretical framework of technological pedagogical content knowledge could alter teachers' perception of blended learning strategies with 12 teachers in a small suburban New York school district. Data were collected using evidence from surveys, reflective journals, videotaped training sessions, and personal interviews. Although the study group was small, data saturation was achieved within the first eight participants. Limitations included restrictions to the participant population, the Hawthorne effect, and time restrictions within the seminar schedule. The findings from the pre-training survey indicated that teachers entered the seminar with limited understanding of technological pedagogical content knowledge or blended learning strategies. Participant comments during training sessions and final interviews indicated that the training seminar was successful in increasing technological pedagogical content knowledge. Participants acknowledged the instructional potential of implementing blended learning as a means of addressing the needs of the 21st century learner but identified several areas of concern in their present teaching environments including hardware and software incompatibilities, loss of network access, and insufficient time to learn new instructional models to meet productivity goals. Recommendations to improve training for educators include access to instructional templates, tools, training, and time to absorb new teaching strategies if teachers are to meet administrative goals for integrating blended learning strategies. Recommendations for future study include investigating the affect administrative modeling of blended strategies, the comparison of technology adoption theories, and implementing experiential or flipped models during staff development. [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.]