Criminal justice educators in Aotearoa New Zealand, as around the world, are currently grappling with challenges posed by the post-pandemic realities of higher education, including declining lecture attendance. This chapter examines our proposed strategy for an ordered transition to a well-tailored blended learning approach for the Bachelor of Criminal Justice at Faculty of Law at the University of Canterbury in Aotearoa New Zealand. This strategy has developed in response to the need to future-proof education offerings to address the emerging needs of students and potential disruptions, delivering high-quality programs that prepare graduates for employment, as well as consideration of the needs of criminal justice agencies as prospective employers. The chapter provides an overview of what is known about the common characteristics shared by criminal justice students, and an examination of the contemporary knowledge and abilities required to prepare criminal justice students for employment, which is then contextualising within Aotearoa New Zealand – where indigenous Māori are over-represented in every part of the criminal justice system. Against this backdrop, we discuss how to teach this in the context of post-COVID blended learning by providing an overview of the evidence regarding face-to-face and online effectiveness in general and differentiating this from the use of emergency use of remote learning during COVID restrictions, before outlining what is known about teaching criminal justice online. Finally, we offer suggestions for the use of blended teaching approaches within the context of knowing who our students are and what we need to teach them