Learning has become more challenging than ever before. Due to the COVID-19 pandemic, educational institutions were compelled to defer traditional educational systems and adopt online methodologies to ensure continuity of instruction in the academe. The researcher, who is an overseas foreign worker-teacher, experienced first-hand the struggles of education stakeholders when the school where she has been teaching made a resolute move to continue education by employing flexible learning options such as the blended learning system. Such mode of learning was an “uncharted terrain” for the institution; this propelled the researcher to investigate on blended learning. The simplest definition of blended learning is the combination of traditional classroom instruction and online instruction for the same students studying the same material in the same course. It is seen as a blend of online and face-to-face learning experiences. There are also blended programs in which students take certain courses in traditional classroom settings and others entirely online. The students, who are at the center of the teaching-learning process, played a significant role in this study. The research study was drawn up around the students’ perspectives and viewpoint in the context of blended learning. Except for acknowledgements and references to other works, this work is original. This dissertation, or any substantially comparable work, has not been or is not being submitted for any other degree, certificate, or other qualification at any other university. The researcher gratefully recognized all people who made significant contributions to the conception and successful completion of this study. To God be all the glory!