This article makes a case for the use of blended learning in teaching human development as a means to encourage higher-order student learning outcomes. The authors review literature regarding the use and effectiveness of blended learning, discuss an illustrative example of a redesign of a human development course, present outcomes from a quasi-experimental comparison of delivery methods (e.g., blended vs. face-to-face lecture), and consider the strengths and weaknesses of the blended approach. (Contains 1 table.)