Current evidence indicates that the blended course delivery method can reduce costs, improve student academic performance, and improve instructor success in meeting course learning objectives when compared to face-to-face instruction. The present examination of best practices employed the Institute for Higher Education Policy (IHEP) (2000) quality benchmarks for Internet-based instruction as a framework for organizing 19 suggestions for designing and delivering blended courses. Results indicated that our specific faculty development experiences mirrored the more general IHEP framework. (Contains 1 table.)