This paper presents a portion of the findings from a larger study of factors related to academic risk-taking behaviors among a group of preservice teachers in the online component of a blended-format course. We describe our study findings and implications specific for the variable of risk propensity and its relationship with academic risk-taking behavior. A synthesis of our findings with the works of other researchers provides the groundwork for exploring factors that instructors can consider in designing learning environments that support academic risk-taking, particularly in online environments. Keywords: academic risk-taking, online learning, risk propensity, blended learning
