This study synthesized the findings of three program evaluations of teacher blended professional development programs from the perspective of situated design and implementation, development of community, changes in teacher practice, and impact on students. We found that the blended programs were effective in providing teachers with an opportunity for learning on the job and collaborating with other teachers, and they influenced teacher classroom practice moderately and affected student learning to a limited extent. Our study supports the contention that blended learning is a viable model for teacher professional development. (Contains 1 table.)