The past century has brought unimaginable change and technological innovation. Today's students will need different skills and capabilities to be successful professionals and contributors to their society. Despite this undeniable level of change, basic educational practices in most American schools have remained largely unchanged from the traditional teacher centered lecture experience. The explosion of accessibility to the Internet and available technology have created opportunities to provide students with a more individualized and collaborative educational experience. This has inspired several new pedagogical approaches. The purpose of this study was to examine the impact of one such pedagogical system, blended learning, on both student test scores and teacher perceptions. Blended learning is a formal educational program in which students learn through a combination of online and traditional class-based instruction. This instructional method creates an integrated and personalized learning experience for each student and can be applied through a variety of models. This study focused on the application of the rotation model of blending in a school that served as a pilot for a large school system. In a rotation model, students rotate on a fixed schedule or at the teacher's discretion between learning modalities, at least one of which is online learning. This study adopted a mixed methods concurrent triangulation approach. The quantitative analysis compared the student achievement data from the year before the school adopted this approach to the three years following their switch. The qualitative analysis examined interviews with administrators and teachers at this school and observations of classes taught utilizing this method. The subject of this study was a suburban private Catholic K-8 school in New York State and the goal was to examine the impact that blended learning had on student achievement and teacher perceptions. Its significance is its examination of the rotation model of blended learning to derive insights into an area that has been identified as needing more research. With the development and proliferation of technology, this pedagogical approach may have the potential to provide a more effective structure for teaching and learning and, therefore, reshape education. [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.]