The world of education faced an unprecedented challenge in the spring of 2020 when global pandemic forced schools to shut down and transform into remote education through digital platforms. However, when the schools started to reopen for face-to-face instruction post-COVID, instead of returning to the familiarity of traditional classrooms, the education community realized that the education landscape had changed. Digital platforms such as learning management systems continued to be an integral part of education and students displayed increased levels of disengagement from school. Social isolation, use of technology to escape boredom, and a high number of dropouts were some of the post-pandemic challenges. A public high school in southeast Texas implemented blended learning to increase student engagement and achievement. This case study investigates the perception of the teachers on the efficacy of blended learning in increasing student engagement in the post-pandemic era. Qualitative data was obtained, recorded, and scripted from individual interviews with the teachers. Themes that emerged from the coding were used to answer the research questions regarding teachers' perceptions of the strengths and challenges in implementing blended learning in a K-12 setting. [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.]