The technology conversation in independent schools has evolved considerably over the last five years. In particular, it has moved beyond the question of how can schools augment traditional classroom practices with hardware (laptops, interactive whiteboards, etc.) to the question of how software can improve outcomes and enable new learning models, such as blended learning. With the latter conversation, however, there has been little data to demonstrate how this new learning method is being implemented in private schools in the United States. To that end, a recent survey report, "Learning Innovation Report on U.S. Independent Schools 2014-2015," conducted by OESIS Group (Online/Blended Education Symposia for Independent Schools), provides insights into how and why schools are pursuing blended learning. This article provides a brief review of the survey and a brief discussion on blended learning. In all, 461 schools took part in the survey. Among these are 342 independent schools, representing more than 24 percent of schools in the NAIS membership. Of the 525 educators who responded, 148 were independent school heads. The report's most important revelation is that close to 20 percent of independent schools surveyed are in advanced stages of blended learning adoption--with 12 percent having three-quarters of their teachers blending classes and 6 percent having more than half of their classes blended. While more than 90 percent of the schools say they are aware of blended learning (41 percent report that they are implementing blended learning, and 51 percent report that they are exploring it), only this relatively small number of schools is putting it into practice. This leaves a tremendous opportunity to implement new tools for blended learning, with nearly 80 percent of U.S. independent schools still focusing solely on traditional methods of instruction.