This qualitative, exploratory, single-case study explored multiple teachers' perception while engaging their students in a blended learning classroom at one urban elementary and one urban middle school to improve teaching and learning. Specifically, the study included an exploration of a teacher's use of face-to-face engagement of their students in a differentiated instruction group, online instruction group, and independent instruction group within their classroom environment. A total of 20 certified teachers working at least five months in a blended learning classroom at one urban elementary and one urban middle urban school in the Northeastern region of the United States. Phone interviews with the teaching staff and the leadership team experiencing blended learning as they engage children at the two sites for the study provided insight into the educational staffs' perspective. Teacher lesson plans (artifacts) provide information on how teachers plan to engage students in a blended learning classroom. The phone interviews and lesson plans served as multiple sources of data to triangulate. Challenges of blended learning, perception of engagement, and benefits of blended learning emerged as the theme for this study. Multiple teachers stated their students are engaged in the classroom and benefit from this setting, but they have the challenge of tailoring lessons to meet their students' needs. This study added to the body of knowledge surrounding teachers' perception of student engagement when in a blended learning classroom. [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.]