Blended learning was investigated in a New Zealand School in 2011 with data collected from observations of online and face-to-face learning and interviews with the teacher and students. The paper for this case study set the context within initiatives by the New Zealand Ministry of Education, including laptops for teachers, the rollout of fast internet connectivity and the establishment of a national Virtual Learning Network involving clusters of schools. Identified positive outcomes included flexibility of learning, the development of higher-level critical thinking skills by students and professional growth for teachers, while challenges noted were about access to ICT, lack of experience of teachers and the need for more school infrastructure to support the process. Following the 2010 Canterbury earthquake, an investigation by Davis revealed that the necessary virtual schooling in the area at the time had been a community success that recognised the value of engaging in twenty-first-century education in a fast-changing world.