This study informs instructional designers, all stakeholders in higher education and K-12, of the successes and challenges associated with designing and developing online/hybrid Linked Learning courses. The study examines via surveys and interviews the perspectives of instructional designers, subject matter experts, students, and course instructors to assess the effectiveness, efficiency, and appeal of the hybrid Linked Learning program. The findings of this mixed study reveal the following: the successful utilization of LMS, successful student-to-instructor interactions, effective course content that aligns with course objectives, a lack of real-world experience and knowledge within the Linked Learning hybrid program, and LMS access and communication issues. This study adds to the growing literature on Linked Learning and informs teacher preparation programs about the effectiveness of a professional development program's online/hybrid delivery for K-12 teachers. This study can be beneficial for teachers and course designers to see which factors can lead to success in designing Linked Learning hybrid programs. [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.]