This research explored the efficacy of blended learning for developmental reading courses by studying the relationship between learners' experience, success, and persistence rates in a blended learning setting of a developmental reading course. Using the model of the blended learning studies done at the University of Central Florida in the 1990s, this study focused on developmental reading education in a blended setting. The study adds to the knowledge regarding blended learning by analyzing specific areas that are not discussed in current literature comparing blended and traditional learning settings. Using an exploratory mixed method research design, the study compared learners' success and persistence rates during 4 semester periods of approximately 20 to 30 community college participants who were enrolled in the blended section of Developmental Reading 301 at an urban community college in the Bay Area of California. The study was conducted in two phases. Phase 1 consisted of 20 qualitative interviews with open-ended questions to explore how the participants experienced the blended portion of the course and what their attitudes were towards the course. Phase 2 was conducted in two stages. The 1st stage consisted of the compilation and analysis of persistence and success of learners enrolled in the blended developmental Reading 301 section. The 2nd stage consisted of the administration of an online quantitative cross-sectional survey to 30 former learners of developmental reading taught in the blended setting to evaluate their attitude and the impact that the blended course had in their persistence and success rate at this community college.