An early elementary school in the Midwest, some economically disadvantaged students perform below grade level in math achievement. The blended learning model (BLM) is utilized within the district, however, there is a lack of data to support its effectiveness with underachieving, economically disadvantaged students. The purpose of this sequential mixed methods study was to investigate if there was a difference between the implementation of (BLM) and student achievement for economically disadvantaged students who are performing below grade level in math. The study was grounded in the technological, pedagogical, and content knowledge (TPCK) theoretical framework. Three quantitative research questions examined if there was a difference in math achievement between students who received BLM and students who received traditional instruction as measured by Northwest Evaluation Association (NWEA) math assessment. A qualitative question examined teachers’ perceptions of BLM. A mixed method design was employed to first collect and analyze the NWEA data, followed by the collection and analysis of qualitative semi-structured interview data for a convenience sample of students from selected Grades K-2 (N = 133) and their teachers (N = 6). A t-test for independent means was employed to analyze the research questions and Atlas.ti software was used to analyze teacher interview data. The t-test results revealed a statistically significant difference between students that received BLM and those who did not. Qualitative teacher responses indicated a positive perception of BLM. Project recommendation is a 3-year BLM professional development. This study promotes positive social change by providing a BLM professional development model to support increased student math achievement.