The purpose of this phenomenological qualitative study was to explore the perspectives of school leaders who have supported teachers' transition through the implementation and sustained use of blended learning in middle school and high school settings in New York State. The theory that guided this study was Bridges's (2016) transition theory. The three research questions of this study explored school leaders' experiences and perspectives on the impact blended learning has on teaching and learning, the extent to which Bridges's transition theory applies to teachers' transition processes, and the leadership practices perceive to positively influence teachers' shifts to blended learning. To address these questions, data was collected via interviews of 12 participants, which included five principals, six assistant principals, and one middle school supervisor-dean of instruction, technology, and discipline. Creswell and Creswell's (2018) multistep data analysis process for qualitative research was used to analyze the data and identify themes of the phenomenon. Findings from this study revealed that, from the perspective of school leaders, blended learning promotes customized teaching and learning and an enhanced instructional design that addresses competencies for a 21st century world. In addition, to a great extent, Bridges's (2016) transition theory was found to align to the experiences of teachers as they shifted to implementing blended learning and it further justifies the sense of loss felt by teachers as they employed this unique pedagogy. Moreover, from the perspective of school leaders, flexible leadership practices, linked to technology leadership, and persuasive leadership practices, associated with transformative leadership, were perceived as positively influencing shifts in teacher practice to blended 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.]