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The problem addressed in this study was the lack of blended learning used in secondary mathematics (Attard & Holmes, 2020) resulting in insufficient math instructional time and decreased student achievement (Tomal et al., 2021). The focus of this study is on how blended learning can provide teachers with opportunities to help maximize classroom instructional time. A qualitative descriptive case study was used to explore perceptions of nine secondary mathematics teachers in Maryland. The purpose of this qualitative case study was to explore the perspectives of secondary mathematics teachers who are using blended learning to find strategies within blended learning to promote sufficient math instructional time and improve student achievement for struggling secondary mathematics students. The study was guided by connectivism learning theory and online collaborative learning theory. The research questions helped guide the study. RQ1: What perceptions do secondary mathematics teachers have of the influence of blended learning on instruction for secondary mathematics students? RQ2: What challenges do secondary mathematics teachers face when incorporating blended learning in their secondary mathematics classrooms to effectively maximize instructional time? RQ3: What resources do secondary mathematics teachers perceive would help them incorporate blended learning in their secondary mathematics classrooms to effectively maximize instructional time? Data was collected through observations, interviews, and focus groups. Data were analyzed and coded. The findings revealed 14 themes that influenced the decisions of teachers when it came to implementing blended learning in their secondary mathematics classroom. The findings of this study suggest that teachers' decisions when it comes to implementing blended learning in their secondary mathematics classroom have many factors. It is imperative that researchers keep exploring perspectives of secondary mathematics teachers who are using blended learning to find strategies within blended learning so that students can have sufficient math instructional time and schools improve student achievement for struggling secondary mathematics students. Implications suggest the need to explore how innovative professional development can influence perspectives on blended learning practices. This study can help fellow educators understand how other teachers utilize blended learning to support struggling secondary mathematics students. [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.]