The article examines how a high school teacher designed an honors precalculus blended-learning class in North Carolina. By making videos of precalculus lectures where she had students watch during their days off from the class, the teacher was able to have her students work on problem solving and inquiry-based activities in groups when in-class. She also asked for feedback and was able to tailor her lessons based on the information she received from the students. She concludes with the lessons she has learned when she started the blended-learning class and how it has been an impact for her students.