Blended learning is a well-known utilization of technology in the post-secondary classroom. Through the use of technology, college students have the ability to work together and learn at a distance from each other as well as increase learning resources. The technological aspect to the classroom also allows for increased content engagement, and communication with instructors and other students. Many students do not have access to the uses of technology in their personal lives and as a result the advantages of technology for these students may not exist in the classroom. Students who are at-risk of failing to graduate due to financial constraints, first generation college student status, and students at-risk for other reasons may or may not see blended learning as an advantage in their education. The specific problem that this study will examine is a lack of understanding by collegiate instructors and administrators of the views of post-secondary at-risk students regarding the use of technology in instruction. There is a gap in literature regarding the experiences of at-risk post-secondary populations and effective support systems regarding blended learning formats. Because of this gap, the purpose of this qualitative case study is to describe the academic experiences of at-risk post-secondary students in a blended learning model and to identify the supports that students found helpful to be successful with the blended learning model. The research will be conducted using a qualitative case study research methodology. The study will be conducted with post-secondary career college students who are utilizing a blended learning format for the first time in the college setting. These students will be observed, record daily information regarding their experiences with the use of technology in the classroom and be interviewed upon the completion of the five-week course. [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.]