School districts often find it challenging to teach strategies and skills in literacy development to the parents of the students they serve. These challenges underscore the importance that parents understand the research-based strategies teachers use to assist their children at home with literacy development. In order to support parents' understanding of the blended educational framework, parents' perceptions, attitudes, and experiences needed to be investigated. Guided by Knowles's theory of andragogy, this qualitative case study focused on the challenges parents faced while implementing the strategies learned from the parent literacy classes and how their perceptions of the parent literacy classes improved their overall understanding of the blended educational framework. Data triangulation consisted of member checking to ensure credibility. Data were collected through 8 individual parent interviews, 2 classroom observations, and document reviews from a public school district; these data were analyzed using Hatch's typological analysis method. Themes were developed using qualitative case study analysis. Findings revealed that instruction in literacy development, reading fluency, and comprehension development improved parents' understanding of the blended educational framework. As a result, a parent literacy handbook was created to give parents support in implementing literacy skills at home through effective training and support. Parents at the data site may benefit from having an awareness of literacy strategies to assist their children at home. Social change can be affected by these potentials to decrease low school achievement and provide an opportunity for parents and students to remain lifelong learners. [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.]