In this study, the researchers investigated accessibility and usability needs of students enrolled in blended courses in high school. Needs addressed were: course preference or course satisfaction, accessibility of support systems, and help-seeking behaviors. Students enrolled in a twelfth-grade blended course in a high school in the southwestern United States were surveyed. Students with disabilities and without disabilities reported neutral ratings related to the accessibility of support systems (i.e. course navigation, course layout, and accessibility) and help-seeking behaviors. However, students reported that blended courses were not a preferred means of instruction. More research is needed to determine the underlying reasons that respondents reported negative opinions about taking a blended learning course, because the negative opinions were not related to primary study aspects. Future research should investigate why students with disabilities were reporting negative opinions about the blended course, the students' preferences for various asynchronous and synchronous interactions, and areas of professional development for K-12 instructors.