In this paper researchers investigate the ways in which redesigning a course to be delivered in a hybrid format that blends face-to-face and online course delivery instigated changes in instructional practice. In addition, researchers explored instructor perceptions about the relative strengths and weaknesses of teaching a face-to-face versus hybrid course. Analyses of self-reported instructor practices with respect to seven principles of effective instruction in undergraduate education suggest that integrating face-to-face teaching with online learning provides an opportunity to enrich instructional activities and pedagogical practices. Practical implications for instructors and suggestions for future research are also described.