Freshman science courses are intended to prepare students for the rigor and expectations of subsequent college science. While secondary education aims to prepare students for the college curriculum, many incoming freshman lack the sense of responsibility for their own learning that is essential for success in a college-level course. The freshman general-chemistry laboratory course at Missouri University of Science and Technology (Missouri S&T) was identified as a bottleneck course with a demand beyond accommodation capacity. To address the bottleneck and develop a sense of learner responsibility, a decision was made to investigate laboratory course delivery strategies. As a result of the investigation into delivery strategies, a blended freshman general-chemistry laboratory course was designed and implemented at Missouri S&T, which increased student access to the bottleneck course and improved learner engagement while meeting American Chemical Society (ACS) guidelines. The implementation of the Missouri S&T project and its continued evolution at other institutions have a great potential to provide insight on the impact of blended teaching on learner success. This dissertation describes research and design of a blended laboratory course that economically improves capacity while intentionally focusing pedagogy to support learner success, meet industry expectations, and maintain ACS certification. To evaluate success, the project documented and analyzed student performance during the development of the transformation to a blended freshman chemistry laboratory course at Missouri S&T. The findings support the efficacy of the blended teaching model and offer a structure upon which future courses may build. [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.]