The presenters will discuss the insights and lessons that they learned in planning, implementing and evaluating a blended learning approach in a large undergraduate education class. The goal of the pilot study was to use blended instruction to increase student engagement, participation, and interaction, which are important elements for effective learning, but often difficult to achieve in large class settings. To do this, the course structure during one unit of material was modified by splitting the 60 student two-day-per-week class in half and providing face-to-face meetings with 30 students one day of the week. During the time when students were not meeting in class they were working on course activities online. Comparisons were made on test results of this section versus a fully face-to-face section taught by the same presenter. The presenters will review research on the important pedagogical elements that help to ensure student learning. Aspects in planning and implementing the approach, such as obtaining resources and support, building a knowledge base, selecting appropriate online and face-to-face activities, creating online instruction materials, etc. will be explored. The results of a survey measuring student opinions of the effectiveness of the blended approach will be outlined as well as differences in student performance on a unit test comparing the blended vs. the non-blended section. The presenters will reflect on how their pilot study findings will be used to expand blended instruction to additional units within the course.