This document provides an overview of a study on language learning in a hybrid pedagogical environment. The study aims to understand student perceptions of their hybrid Spanish language course and how teachers can apply student feedback to improve hybrid course design. A phenomenological case study method is used to collect data through interviews, observations, and surveys of students in a hybrid Spanish course over time. A grounded theory approach is also utilized to interview additional language teachers to identify best practices for hybrid course design and pedagogy. The purpose of the study is to gain insights into how students experience hybrid language instruction and how teachers can apply those insights to construct effective hybrid language courses.