Chapter 6 demonstrates how the elements of learningLernen and teachingLehreLehren outlined in Chapter 5 are translated into effective blended learningBlended-Learning interventions. Learning activitiesLernenLernaktivität, including those in a blended learning format, exist in countless variations. However, the identified learning needsLernenLernbedarf, the target group, and other conditions, including resource availabilityRessourceRessourcenausstattung, already provide a framework for how learning interventionsLernenLernintervention are actually implemented. LearningLernen is a creative processProzess, and this is precisely how learners should experience it. What works well for some learners may not suit others, which is why, in designing learning interventionsLernenLernintervention, the group of learners always represents a central planning element. This chapter illustrates how, taking these criteria into account, learning environmentsLernenLernumgebung can be designed to enable and promote learningLernen, how these environments are didactically structured and equipped with mediaMedien, and ultimately how they are implemented in practice.