Technology's rapid development is changing how educators plan lessons and incorporate these digital resources into classrooms with the expectation of impacting student academic performance. The problem is that teachers need professional development related to blended learning implementation to improve student achievement in elementary (An, 2021; Hung et al., 2020; Lockee, 2021). The purpose of this qualitative study was to identify the professional development needed to implement best practice strategies in blended learning environments in third through fifth classrooms in a suburban school district in Northwest Atlanta, Georgia. Although previous research studies using diffusion of innovation and self-determination theory exist, the studies focus on teachers' perceptions of blended learning in secondary and postsecondary environments. Data were collected utilizing purposeful sampling to select 15 third to fifth-grade teachers. An open-ended question interview was used to collect the data. Thematic analysis suggested that teachers perceive blended learning professional development as beneficial to their instructional choices. Additionally, teachers expressed that the support received from onsite personnel was more meaningful than generalized professional development. The findings suggest teachers have positively impacted student achievement using blended learning best practices. The results addressed the gap in the literature and suggested that professional development in blended learning best practices impacts teachers' perceptions and instructional choices for students. Furthermore, targeted professional development benefited teacher pedagogy and improved student achievement. [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.]