This article investigates the implementation of hybrid learning in BusinessCommunication at the vocational education level. The study adopts a virtual casestudy approach utilizing digital narrative inquiry to collect data on teachers'strategies for hybrid learning aimed at enhancing students' businesscommunication performance. Findings reveal that one teacher successfullydeveloped a self-initiated hybrid learning model during explorations in this field.The teacher integrated traditional instruction with diverse online platforms likeMoodle, web-cloud video conferencing, Google Classroom, and social mediaplatforms such as Facebook and WhatsApp to teach English for businesscommunication. In contrast, other teachers demonstrated limited implementationof hybrid learning. Notably, the level of hybrid learning implementation wassignificantly linked to students' business English performance outcomes. Greaterutilization of hybrid learning strategies correlated with improved studentperformance in business communication. The research carries implications forpedagogy, underscoring the significance of employing diverse hybrid learningstrategies in English teaching.