The COVID-19 pandemic abruptly changed educational institutions globally and challenged teachers and students. This immediate shift was difficult for K12 teachers because they were required to teach their courses online or using a blended learning (BL) model. As BL use continues to grow, concerns about student-content engagement have emerged. This study used a single case study to investigate experiences with facilitating student-content engagement in BL environments. Eleven teachers from two districts were surveyed and individually interviewed with semi-structured interviews. The complex adaptive blended learning systems (CABLS) was used as the theoretical framework to guide the data collection, data analysis, and interpretation of results. Findings of this study revealed that the learner demographics showed a diversity in economic status and academic abilities, with socioeconomic status emerging as a potential indicator affecting students’ access to technology within BL environments. Digital literacy skills varied among students, influencing their student-content engagement in BL environments. Teacher experiences with BL varied from embracing the mix of technology-mediated instruction with traditional F2F methods. Additionally, results showed that the support systems such as instructional coaches and professional learning communities (PLCs) played a crucial role in facilitating student-content engagement and enhancing pedagogical practices. Furthermore, findings showed that districts and institutions have demonstrated commitment to supporting BL environments through multiple layers of support. As technology continues to evolve, addressing challenges and leveraging collaborative efforts will be essential in ensuring that BL environments thrive and promote meaningful student-content engagement. Implications of this study inform the development of best practices, guidelines, and resources to enhance student engagement and foster a culture of continuous improvement in BL environments to improve student learning outcomes.