Due to the Corona pandemic, it is impossible to imagine education without blended learning. This is also the case in Flemish secondary schools who had to switch to blended learning. While blended learning was initially implemented out of necessity, some schools want to implement blended learning on a structural basis. A first aim of this research focuses on describing implementation practices of blended learning as implemented during the first and second lockdown. Based on these results, the second research goal investigates which conditions are supportive in the Flemish context to give blended learning a structural place. These conditions are located at the teacher and school level. Further attention is given to the home situation of students, and students of disadvantaged groups or students that are difficult to reach. The research objectives and related research questions are answered by means of a case study design and a systematic narrative literature study. For the case study design, data will be collected in six Flemish secondary schools by document analysis, semi-structured interviews with school leaders and ICT coordinators, and focus group interviews with teachers, students and parents. The research project will deliver a scientific research report, as well as a practical contribution for teachers and schools who want to continue with blended learning to support students’ learning processes.