This case study briefly describes the journey that one professor took in transitioning from face-to-face course instruction to a blended model at the graduate level. The blended lesson format was based on the 14 Learner-Centered Psychological Principles developed (1993) and revised by the American Psychological Association Work Group of the Board of Educational Affairs (1997). The professor developed a student survey specifically to evaluate the blended course in areas not included in the university's evaluation. After the first and second semesters, data from the professor's course evaluations as well as the student surveys were used to improve the blended course design and implementation for the third semester. The professor comments on the challenges and the advantages of the blended format for both the professor and students including the impact on student achievement.