Hyflex describes a course format that combines both online and in-person elements, allowing students the flexibility to attend class in person, participate remotely in real-time (synchronously), or complete all coursework at their own pace (asynchronously). This study was conducted to explore student and instructor experiences with Hyflex teaching, focusing on its flexibility and its impact on student success and engagement. In addition, we evaluated whether Hyflex teaching is a positive experience for instructors compared to traditional in-person teaching methods. For this study, we conducted pre- and post-semester student surveys, a post-semester student focus group survey, and post-semester instructor interviews. All three instructors had no prior Hyflex training and worked with an instructional designer to create Hyflex courses that followed best design practices. Overall, we found the design process demanding yet beneficial for students. Instructors noted varying levels of student engagement in their Hyflex courses, with in-person students generally more engaged than online or asynchronous remote students. Instructors also faced technological challenges and the need to adapt lab activities for remote students. Students in the focus group emphasized the flexibility of the Hyflex design, course organization, challenges with technology, and engagement. Overall, we believe in the potential of Hyflex instruction, especially for cross-disciplinary studies with some recommendations. These recommendations include adjustment to instructor workload and use of Hyflex primarily in upper division courses.