Abstract
Blended learning is a process by which educators use varied web‐, print‐ and classroom‐based techniques to present a specific set of skills to a group of learners. Blended learning is well researched in higher education and in the business sector but little research exists on its use in the school system.
The aim of this mixed‐method study was to examine what external factors promoted or impeded the success of blended learning in the elementary classrooms of ten teachers. The qualitative data were derived from reflective journal entries, a semi‐structured interview and my field notes. I found that there were distinct factors related to the success of blended learning. The three factors that promoted blended learning were collaboration, a strong infrastructure and student demand while the three factors that prevented blended learning were a weak infrastructure, time and resources. Further research into blended learning in the elementary classroom needs to be conducted as this study was exploratory.