As education evolves, stakeholders are looking for new ways of approaching differentiation of instruction and student engagement in learning tasks. The problem addressed in this study was the struggle teachers face to ensure all students successfully meet learning outcomes given the various learning abilities and performance levels. The purpose of this qualitative case study was to determine from the teachers' perspective whether blended learning can play a role in differentiation of instruction and student engagement. The theoretical framework for this study was constructivism, as it applies to a shift in pedagogy. A qualitative descriptive case study focused on the practical everyday application of blended learning methods of instruction to explore how teachers perceive blended learning methods and the role it plays in student engagement and differentiation in Grades 3 through 5. The purposeful sample included 10 elementary school teachers, with at least 3 years in the current grade level. The data collection methods were classroom observations, one-to-one interviews, member-checking sessions, and the collection of lesson plans as artifacts. Inductive analysis was used to analyze that data, giving initial codes and pattern coding to organize the codes into themes with similar traits. The results included that blended learning was perceived by the teachers to be an effective approach to differentiate instruction and student engagement. Participants had the opportunity to confirm and report findings as they pertain to the role of blended learning on the practice of differentiation and student engagement. The two recommendations for future practice are the implementation of differentiation of instruction and policies. Recommendations for future research include comparing engagement and time on task levels between the various blended learning approaches, adding participants or more sites, and expanding blended learning approaches. [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.]