The purpose of this qualitative single-case study was to explore elementary-school teachers' perceptions of the influence of experiences, readiness to learn, and motivation on their preparedness to implement the blended learning model within the student learning environment. The conceptual framework used to explore this phenomenon was the Knowles adult learning theory (1984) and the technological pedagogical content knowledge (TPACK) model (Mishra & Koehler, 2006). Three research questions were used in this study to address how teachers' experiences, readiness to learn, and motivation influenced their preparedness to implement the blended learning model. The purposive sample drawn from a large school district in the southwestern part of the United States consisted of 14 participants. A qualitative methodology was utilized to examine in-depth perspectives of elementary-school teachers regarding their preparedness while collecting rich data to understand the phenomena. Through a case study design, an empirical foundation was established with the use of three data sources: an online questionnaire, semi-structured interviews, and a focus group. The information produced by all three sources underwent a thematic analysis that included the triangulation of data to form conclusions. Results from the thematic analysis included seven themes that influence teacher preparedness: educational experiences, prior teaching experiences, professional development, ability to identify the need, adaptation of role as a teacher, a juxtaposition between blended learning and state curriculum, and internal motivation. [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.]