If blended learning in K-12 schools is to truly provide a student-centered experience, there is a need understand the interplay between teacher beliefs and practices to better support teachers tasked with blended teaching. This case study of a small blended high school answers the question, "How do teachers experience blended teaching and learning?" and describes beliefs and practices using interview data, observation data and artifact analysis. Results show that the four teachers in the study are enact their beliefs in the blended context and that their beliefs are consistent across blended and face-to-face domains. Teachers views of teaching and learning center on facilitation of active and authentic learning for students and are aligned to school vision. Strategies to remain student centered vary from teacher to teacher, but an emphasis on formative assessment and feedback is evidenced in the practice of all teachers. Technology use did not emerge as a barrier for these teachers because professional development focused both on curriculum design and the use of instructional technology. The study provides implications for teacher placement and course selection and highlights the importance of alignment and ongoing professional development. Additional research that examines teacher practice over time could reveal the nature of teacher change that occurs while teaching in a blended model. [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.]