This presentation centers on how a junior-level business communication class was transformed from a large lecture-style class into a dynamic learning laboratory that impacted 1,077 students, but not without having to relearn and risk letting go of the familiar. The university's reaccreditation review process served as a catalyst for change in several ways. These included the fact that the quality enhancement plan centered on large classes, the university funded a program to expand engaged learning, the administration encouraged efforts to link learning outcomes with specific program goals, the Center for Distance Learning hired an assessment specialist, and a professor with 35 years of teaching experience wanted to make his class more effective. The nexus of these events prepared the foundation to produce the blended learning experience that will be shared in this session. The session will focus on four areas; choosing appropriate delivery methods as they are woven together for a unified course structure, teaching faculty to increase levels of engagement for both face-to-face sessions and online learning, avoiding the pitfall of using technology to be nothing more than a static online information depository, and using assessments to determine the effectiveness of the stated learning outcomes. The redesigned course used a blended learning model that resulted in a five percent success rate increase and an increase in student understanding of concepts. The positive results came from intentionally using a wider range of resources, employing a variety of delivery methods, and creating opportunities for more interaction. One added bonus was that even the unsuccessful students said that they benefited from the redesigned approach. This project began with an accreditation mandate and has resulted in greater student learning, improved skill for this professor, and data collection that charts a path for others to promote engaged learning outcomes in their courses.