Usage of active learning strategies allows students to learn concepts taught in classroom settings, think critically about those concepts in the context of daily life, and then apply those concepts to real-world situations. Recently, many academic institutions have started incorporating hybrid/blended classes into their programs to maximize efficiency and improve students' performance in classes. The purpose of this study was to explore the attitudes and perceptions of undergraduate health care students toward usage of active learning strategies in a hybrid/blended environment. Additionally, efforts were made to identify active learning strategies that could be used effectively in classes offered in a hybrid/blended format. This research utilized Yin's case-study approach and multiple sources of data, such as documents, archival records, and quantitative surveys, to enhance understanding of "phenomenon" and credibility of collected information. Results indicated that students were receptive toward usage of active learning strategies in a hybrid environment. Several strategies that facilitate learning and student engagement in a hybrid class format were also identified. Incorporation of active learning strategies in curricula may help instructors design content that enhances critical thinking and problem-solving skills.