Blended learning has transformed the landscape of classrooms over the past few years, as technology has become more readily accessible. This review of literature aims to explore this transformation by looking into the history leading up to the regular use of technology in the classroom, as well as the theoretical frameworks that support the premise of blended learning. Several significant themes in the literature are discussed, next, in addition to some of the main oppositions to the implementation of blended learning. Legislation pertaining to blended learning and technology in education is briefly described, followed by a description of the impacts that the successful implementation of effective blended learning environments can have on students, teachers, and districts. To conclude, several areas for future research are addressed.