Over the past decade, there has been an urgent calling for the improvement of teaching and learning of mathematics. At that same time, research has provided promising findings in the value of self-regulation and choice on learning for student achievement. With the ever-increasing availability of resources for educators to support student learning, this study explores student motivation, learning strategies and learning associated with student choice in a blended learning environment. A quantitative quasi-experimental designed study revealed no significant difference in student motivation, learning strategies, or mastery of geometry content between groups of students.