The development of the Internet allows for hybrid models of instruction that marry face-to-face and online learning (Osguthorpe & Graham, 2003). The purpose of this study was to explore blended learning and traditional instruction in three fifth grade literacy classrooms, examining the teaching and learning students engaged in during the literacy block. Furthermore, this study examined the shift in pedagogy required of teachers in order for students to engage in a blended learning environment. Specifically, I employed a qualitative case study design conducted over six weeks in 2015. Participants included nine fifth graders from three different blended learning literacy classrooms and their three teachers. The study was conducted in public schools located in a southeastern city in the United States. Data included interviews, observation notes and field notes. Data analysis included within and cross case study analyses. Themes and patterns were examined to reveal the following findings: limitations for reading online prevented students from using reading strategies taught in traditional reading classes; the wealth of information provided from the Internet posed both advantages and challenges; and support for teachers and students in a blended learning environment was imperative to its success.