This mixed-methods study examined the behaviors and concerns of K-12 teachers in Georgia undergoing the transformational change of implementing blended learning in the classroom. A sample of 106 full-time Georgia K-12 teachers’ concerns were examined through the lens of the Concerns-Based Adoption Model (CBAM). The data was collected in two phases for this explanatory sequential mixed-methods study: Phase I (quantitative) consisted of SEDL’s online SoCQ, while two data sets, one of the open-ended questions on the SoCQ and semi-structured interviews, provided the evidence for Phase II, the qualitative phase. The results of this study indicate that teachers in Georgia are in the early concern stages regarding the implementation of blended learning. An analysis of the quantitative data indicated a significant relationship between the peak Stage of Concern and age and number of years implementing blended learning. Analysis of the qualitative data indicated teachers’ top three concerns centered around blended learning resources, school technology, and student home WIFI and technology access. This study may prove valuable in enhancing our understanding of blended learning practices in school classrooms to assist with addressing teachers’ concerns with the implementation of blended learning. While several existing studies examined the SoCQ with a focus on the integration of technology into the classroom, limited research is available through the lens of blended learning. Implications from this study could expand the scope of research on blended learning in the K-12 setting.