The introduction of standardized learning management systems (LMSs) for blended learning (BL) in K-12 education in Puerto Rico signifies a pivotal shift towards enhancing educational environments with technology. This qualitative study was conducted to understand the perspectives of teachers and school directors on the LMS adoption process. Grounded in the concerns-based adoption model as its conceptual framework, the study aimed to elucidate the stages of concern and levels of use among educational stakeholders, shedding light on the multifaceted challenges and opportunities that technology integration brings to schools. Employing semi-structured interviews with a selection of seven teachers and school directors, this research embarked on a detailed analysis of the conversations to discern patterns and themes. The data collected from these interviews underwent rigorous deductive and inductive coding processes to systematically identify and categorize the concerns, facilitating a nuanced understanding of the stakeholders' perspectives. Key findings revealed a need for professional development, engagement of caregivers, and adequate financial support to address the identified concerns effectively. By focusing on the human aspects of integrating LMSs into teaching and learning practices, this study contributes to the broader discourse on educational technology for BL. This study also not only contributes to the academic discourse, but also serves as positive social change as a call to action for policymakers, educators, and leaders to forge a collaborative path toward a future where technology genuinely serves to enhance learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]