The purpose of this narratological heuristic multiple case study is to describe the specific components that teachers need in both their knowledge and skills to meet the individual needs of their students in a blended learning classroom. The study was conducted in six schools--elementary, middle, and high schools--located in a suburban district. Data were collected through semi-structured teacher interviews, classroom observations, and a written narrative created by the participants. For this study, analysis methods involved application of the six phases of heuristic analysis and narrative analysis. Findings revealed the extent to which teachers implemented blended learning in their classrooms and the support they continue to need. Five themes were identified in the data: instructional format, differentiated instruction, data driven instruction, relationships, and professional learning. For the most part, participants were silent about the needs of diverse learners as they address the elements of blended learning. Findings suggested more professional development to address the needs of culturally diverse learners. [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.]