Due to the Covid-19 pandemic, many classes in higher education settings moved to a purely online setting with only few exceptions if any (e.g., laboratory training). The experiences gained during this period led to the realization that digital technologies are highly supportive of many educational settings and that online classes can be offered in many cases as a complement or even alternative to in-person classes. At the same time though, distance teaching also has its disadvantages (e.g., limited possibilities to socialize, or reduced student engagement) and being forced to attend and teach classes purely at a distance has revitalized the need for in-person classes to some extent. In order to overcome the weaknesses of both of these main types of teaching formats and to also still maintain the technological progress that has been made due to the pandemic, hybrid teaching formats have been suggested as a potential ?new normal? in the context of higher education. As the review by Raes et al. (2020) shows though this idea could be accompanied by some substantial risks. While there is the potential that hybrid settings (e.g., teaching in person and having some students participate remotely as well) could combine the benefits of both worlds, there is also the possibility that it rather combines the weaknesses of both worlds and leads to unwanted levels of complexity which may jeopardize learning success. Lecturers at the Institute of Digital Business at the JKU have experienced a seamless switch to online formats, which was then followed up by a university-wide demand to lecture in-person only, and are now at the crossroads of deciding whether a combination of online and in-person teaching into hybrid formats is a sustainable alternative to previous types of teaching. We want to share these experiences and posit our conclusions on when and why hybrid formats are (not) the appropriate choice for lecturers to take.