COVID-19 abruptly changed educational institutions globally and challenged teachers and students. This immediate shift was difficult for K12 teachers because they were required to teach their courses online or using a blended learning (BL) model. As BL use continues to grow, concerns about student-content engagement have emerged. This single case study investigated experiences with facilitating student-content engagement in BL environments. Eleven teachers from two districts were surveyed and individually interviewed using semi-structured interviews. The complex adaptive blended learning systems model was used as the theoretical framework to guide data collection and analysis and interpreting results. Findings from this study revealed that learner demographics showed diversity in economic status and academic abilities, with socioeconomic status being a potential factor affecting students’ access to technology within BL environments. Digital literacy skills varied among students, influencing their content engagement in BL environments. Teacher experiences with BL varied from embracing the mix of technology mediated instruction to strictly using F2F methods. Results further showed that support systems such as instructional coaches and professional learning communities had a crucial role in facilitating student-content engagement and enhancing pedagogical practices. Districts and institutions demonstrated commitment to supporting BL environments with multiple layers of support. As technology evolves, addressing challenges and leveraging collaborative efforts will be essential to ensure BL environments thrive and promote student-content engagement. This study can inform developing best practices, guidelines, and resources to enhance engagement.