The need for high quality experimental research on the effectiveness of blended online learning in K-12 schools is immense when considering the need to provide the best education for each child. However, there is little evidence-based research available to guide education leaders' decisions relating to these initiatives. Therefore, the purpose of this study was to determine the effectiveness of blended online versus traditional face-to-face learning environments on student academic achievement, student engagement, and student learning styles for 8th grade Algebra I students. While the findings of this study showed no statistical significance of the treatment on the student outcomes investigated, it should be implied that students who learned in a blended online environment learned the Algebra I concepts similarly to their counterparts in a traditional, face-to-face learning environment. [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.]