Little empirical investigation has been conducted on high school students and teachers using online instructional multimedia developed entirely from the classroom teacher's traditional live-lecture format. This study investigated academic achievement, engagement, preference, and curriculum development using screen-capture instructional technology. A 2-group experimental pretest-posttest was deployed over a four week period on secondary Algebra students accessing their teacher's screen-capture instructional multimedia both inside and outside of the blended classroom. Students who learned Algebra through the screen-capture methodology showed significantly greater gains in math performance than did the students in a live-lecture class, even after controlling for prior levels of math performance. On average, students viewed each online instructional multimedia lesson two and a half times within the classroom using mobile multimedia devices and an additional one and a half times at home. Additionally, a psychometric student engagement instrument (SEI) measured the participant's cognitive and psychological engagement. The screen-capture students demonstrated increased levels of cognitive engagement from their self-regulated learning and added psychological engagement from feeling less inhibited when asking their classroom teacher face-to-face questions. Ninety-three percent of the students indicated their preference for learning Algebra in the future using their teacher's screen-capture instructional multimedia. During the initial lesson development phase, the classroom teacher incorporated the instructional technology as a new tool to evaluate her Algebra instruction and also discovered the online component as an instrument for collaborating with a fellow classroom teacher. This study suggests that a teacher's screen-capture instructional technology can be used toward establishing a blended learning environment within the secondary classroom. [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.]