The purpose of this dissertation-in-practice was to examine the perceptions, attitudes, and beliefs of K-5 elementary school teachers in a suburban Central Texas school on their use of blended learning in the classroom. Before conducting the study, previous research on blended learning was reviewed in the areas of student achievement, student engagement, educator attitude, perception, and experience, and professional development. This study sought to collect perceptual data from current K-5 practitioners, identify barriers to implementing blended learning, and create a professional learning framework to strengthen educator efficacy. Following the protocols for conducting a phenomenological study, ten public school elementary educators shared their thoughts and experiences with using blended learning in their public-school classrooms. The information they provided through a semi-structured interview protocol helped to identify barriers to their implementation of blended learning and their professional learning. After analyzing data produced from the interview protocol, it was determined that there was a need for a professional learning structure that addressed the needs of current practitioners. A framework for educational leaders was created to design impactful and effective professional learning in the area of blended learning implementation. [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.]