The purpose of this mixed methods study was to explore what priorities should be the focus in K-12 digital learning environments in order to transition to a competency-based education model at scale. The study examined what factors experts in the field identify as most important for this transition and the priority they give to each factor. A three-round Delphi study, which is a mixed methods survey methodology aimed at gaining group consensus, was used to gather the data from a panel of experts in the field of competency-based education. Participants responded to an initial, open-ended question for Round One; their responses yielded 38 priority factors that were coded and categorized into seven categories. In Rounds Two and Three, the panel rated the individual priority factors on a Likert scale and ranked the categories in order of importance. Data that emerged from the three rounds were organized and analyzed using descriptive statistics. The Delphi panel suggested the following as priority areas of focus, in order of importance: competencies; curriculum and learning opportunities; administrator/educator practices, training, and professional development; grading/tracking/assessment; systems and technology; stakeholders--school systems, students, parents, community; and policies. The results of this study provide a framework of priority areas to be considered by those intending to transition to competency-based education in the K-12 digital learning environment. [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.]