This paper presents seven blended synchronous learning designs and articulates principles for implementation as espoused by the teachers who enacted them. Blended synchronous learning approaches use media-rich synchronous technologies to enable remote and face-to-face students to co-participate in the same live classes. A wide range of technologies (video conferencing, web conferencing, virtual worlds), tasks (collaborative evaluation, group questioning, class discussion, problem solving, collaborative design) and levels of student interaction (from lightweight to tightly coupled) were present within the blended synchronous learning designs. The main issues that teachers confronted when teaching blended synchronous lessons were communication issues and issues related to cognitive overload caused by split attention. Key pedagogical principles for enactment as identified by the lead teachers included the need for extensive preparation, clear instructions, composure, flexibility, advance preparation of students and savvy utilisation of support staff. These findings represent initial results from an Office of Learning and Teaching project entitled ‘Blended synchronicity: Uniting on-campus and distributed learners using media-rich real-time collaboration tools’ (further details available at http://www.blendsync.org/).