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Use of online credit recovery is a growing trend across the country, with the hope that expanding credit recovery options through online courses will help students get back on track toward graduation (e.g., Atkins, Brown, & Hammond, 2007; Gemin, Pape, Vashaw, & Watson, 2015). But expanded use of online credit recovery for high school students has outpaced the research. The authors conducted a multisite study to test a blended-learning model for credit recovery, where the main curriculum is provided through an online program and an in-class teacher provides more individualized instructional support. The authors present findings on the implementation and initial outcomes for two cohorts of students who enrolled in an Algebra 1 or English 9 credit recovery course the summer immediately after their first year of high school. The authors address three main research questions to describe how implementation of the online classes differed from the schools' business-as-usual (BAU) teacher-directed approach to credit recovery, and provide preliminary evidence about the short-term effects of the online approach: (1) How did the "instructional features" of the online classes compare to the BAU classes?; (2) How did "students' experiences" in the online classes compare to the BAU classes?; and (3) How did students' "proximal outcomes" (content knowledge and credit recovery) in the online classes compare to the BAU classes? The findings suggest that implementation of the online classes produced limited instructional contrast with the BAU condition and may have unintentionally altered grading practices. Potentially as a result, fewer students recovered the course credit in the online classes than the control classes. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]