The changing environment during the COVID-19 pandemic has led to an increased demand for hybrid work formats. However, the research field merely focuses on hybrid work formats that were planned for. Generating knowledge regarding hybrid learning and how it can help those who intend to integrate it into their organizational settings is the purpose of this study. With this qualitative study we aim to make contributions to this research gap by exploring the research question “How are digital tools used for hybrid learning in higher education environments and how does it change the conditions for learning?”. The method used is a case study, in which we interview five respondents with differentiating experience of conducting hybrid learning. We found that digital tools are used similarly in both hybrid and non-hybrid higher education environments and that there had hardly been any kind of investments made towards hybrid work methods. We also found that hybrid learning works well for the traditional one-way communication lecture form but not as well for interactive lecture forms. Because this lecture form is important for deeper learning, in the context of this study hybrid learning is not perceived as an adequate lecture form. In addition to contributions to this research field, we aim to contribute to the practical usage of digital tools within hybrid work models.