The COVID-19 pandemic changed the landscape of higher education in the United States and caused institutions to rethink existing organizational structures and practices. Furthermore, the traditional aged students entering college along with the current students are accustomed to a digitally immersed world and expect their higher education experiences to mirror that digitally immersed world. Based on the impact of the COVID-19 pandemic and the changes caused by technology, students are consuming higher education differently than before. Students more and more are enrolling in online courses to accommodate their schedules and needs, which is resulting in a hybrid or blended experience. With students having that option to take classes both online and in-person, students are wanting to have their support services blended as well. The purpose of this study was to explore how a public four-year high online enrollment university redefines and rethinks student support services in a post-COVID-19 world through blended educational experiences. A single site qualitative explanatory case study methodology was used, and data was collected through interviews and institutional documents. Three major themes emerged from the findings: changing the institution and its mindsets, meeting students where they are, and getting to a blended educational experience. The blended learning adoption framework provided helpful insights to guide the analysis and understanding of the data. Ultimately these three themes helped to paint a picture of what the institution needs to do to adopt and implement blended educational experiences for students and provided insights into the recommendations of how institutions can go about adopting and implementing blended educational experiences.