The purpose of this mixed method research study was to determine the perception of Glenview Middle/High School teachers and leaders on 4x4 block scheduling and blended learning. The constructivist theory, community of inquiry, and self-efficacy theory were used to understand the relationships explored in this study. Researchers obtained data from 13 middle-school teachers, 21 high-school teachers, and two leaders of Glenview Middle/High School using a Likert scale questionnaire and semi-structured interview. There was no statistically significant difference between middle-school teachers' perception of 4x4 block scheduling and the 45-minute traditional schedule. The quantitative results indicated that the high-school teachers' perception of the 90-minute A/B block schedule was statistically significantly higher than the 80-minute 4x4 block schedule, suggesting they favored the 90-minute A/B block schedule. When comparing middle and high-school, the Mann-Whitney U test revealed no statistically significant difference between middle and high-school teachers' perceptions of blended learning. Qualitative analysis revealed three themes related to block scheduling: impact on teacher instruction, effect on student learning, and the necessity of teacher training. Additionally, qualitative analysis revealed three themes related to blended learning: teacher and student expectations, relationships, and technology integration. The findings imply that teachers should receive training when transitioning to a new schedule and learning model, which could aid students' learning outcomes. Finally, challenges resulting from COVID-19 impacted teacher efficacy, resulting in exhaustion and burnout. [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.]