The teaching profession and teacher education crisis provide a context for the landscape and a thinking platform about how the blended learning approach can inherently respond to the global teacher crisis and requirements for teaching and learning at higher education institutions. This chapter considers how the theory of affordances intersects with constructivism and blended learning, providing the theoretical framework, which underpins the research of this case study and aids in the practical application of the approach used. The problem addressed by the case study outlines how the study was conducted, what it entailed, and explores the embedded advanced mixed methodology research framework. An overview of the solutions and theoretical background are discussed including elements of different blended learning approaches pertinent in educational contexts. Implementation of the solution explores the blended learning approach used in this case study. The findings and the discussion highlight the significance of the blended learning approach. The chapter concludes with a summary of key lessons learned and implications for practice and includes reflective questions encouraging application of insights from the blended learning approach presented.