Blended learning is defined by its combination of traditional face-to-face and online educational resources. It requires that students have some control over some element of time, place, path, or pace of their own learning. In their efforts to improve student outcomes, schools adopt instructional models such as blended learning in their efforts to improve student outcomes. This qualitative descriptive study aimed to explore the implementation process for blended learning at an urban alternative high school. The high school implemented blended learning to improve academic outcomes for its students. Qualitative data sources for this study included questionnaires, interviews, and classroom observations. Participant responses and observation data were analyzed to understand the role of teachers' technological, pedagogical, and content knowledge in the implementation process for blended learning. This dissertation study also sought to describe the role of school leaders in supporting teachers in their professional growth and development. The Technological, Pedagogical and Content Knowledge theory, commonly referred to as TPACK, served as the framework for this study. This dissertation study was developed to add to the body of knowledge available to school leaders in their efforts to implement blended learning as a school improvement initiative. [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.]