This study took place in a large Kindergarten-5th grade independent school in the Southeast United States implementing HyFlex instruction grounded in the Community of Inquiry (CoI) framework during the COVID-19 pandemic, 8/20-6/21. Teachers completed a professional development (PD) course designed to help them implement HyFlex with the goal of providing mirrored learning experiences for distance and face-to-face learners during synchronous instruction. The purpose of this qualitative interview study was to (1) examine teachers' planning decisions made during HyFlex learning and (2) investigate their perceptions of how HyFlex influenced instruction and learning. Purposeful sampling and information-rich cases were selected for in-depth interviews related to teachers' experiences and perceptions. Triangulation was accomplished through interviews, the collection of artifacts and reflective journaling. A priori coding followed by emergent coding resulted in four themes related to how teachers planned. Teachers (1) made planning decisions to create classroom community, (2) determined and set purposeful expectations in their planning, (3) planned for alternatives should they encounter technology or other issues, and (4) 13implemented asynchronous and synchronous digital planning in response to the demands of teaching in the HyFlex environment. Systematic analysis of the data resulted in three themes related to how HyFlex influenced instruction and learning. Students (1) transitioned from digital consumers to digital creators, (2) increased their confidence and willingness to try new technologies, and (3) developed empathy for others. One unexpected finding was how HyFlex increased teachers' confidence and willingness to try new technologies, which participants described as a positive influence on instruction. Interestingly, participants explicitly mentioned neither elements of the PDexperience nor CoI. Yet, data suggest they tacitly incorporated the elements of CoI (social presence, teaching presence and cognitive presence) and of the professional development (maintain student engagement, diversity and inclusion, instructional design and assessment strategies). Data suggest their practices aligned to online and blended learning best practices. This study fills a gap in the research specific to K-5 implementation of a HyFlex model. It allows organizations to learn from teachers' perceptions, knowledge, and reflections to inform future decisions on its use with younger populations. Implications for future practice are provided. [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.]