This study evaluated the effects of a blended learning instructional experience for sixth-grade students in an English/language arts (ELA) course. Students at two treatment schools participated in a blended learning instructional paradigm, and their ELA test scores were compared to one comparison school that used a face-to-face delivery. Other variables of interest were gender status, disability status, and student reading efficacy. The results of the analysis indicated that no significant changes in reading achievement were found that could be attributed solely to treatment versus comparison, to gender, or to disability status. Perhaps of greater significance to practitioners and researchers is the identification of person and programmatic-level factors that influence adoption and implementation of effective blended instruction. Implications are discussed.