Higher education has experienced a frenzy of change in the last two years due to the COVID-19 pandemic. The agitation of shifting traditional face-to-face classes entirely online, followed by repositioning to blended instruction, forced institutions to transform classrooms and purchase adaptable learning technologies within weeks. Faculty were required to modify their former teaching practices, and students enrolled in a lesser-known Hyflex modality. As we know it today, blended learning is a product of face-to-face instruction combined with online education that includes asynchronous and synchronous elements. Also, it is essential to understand that engagement is a fundamental component of blended learning. Prior research suggested that blended learning allows students to learn, engage and connect in different ways that may be more effective than in exclusive face-to-face or online courses. Therefore, this study aimed to examine student engagement in graduate-level blended learning courses at a Southeastern public University within the existing context of higher education during the COVID-19 pandemic. This inquiry focused on conceptualizing and characterizing engagement in graduate-level blended courses, graduate students' engagement experiences, and faculty engagement in blended learning. The findings of this qualitative case study illustrated that student-centered approaches to course design and teaching, utilizing applicable technology, providing a clear description of the Hyflex modality and course structure, and being knowledgeable about students' cognitive and emotional indicators can lead to more effective blended learning. [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.]