Blended synchronous learning has the potential to increase students' co-presence and improve upon the flexibility and accessibility of course offerings if designed well. This method of instruction, however, has yet to realize that potential. This exploratory study used qualitative methods to iteratively design, assess, and refine the technological design of a blended synchronous learning environment to improve the learner experience. Across three iterations, a combination of qualitative data collection and analysis procedures were used to examine the influence of design decisions on the experiences of the students and the instructor. The findings resulted in a set of design recommendations that can serve as a guide for future research on the technological design of blended synchronous learning environments.