<p>Blended learning (BL), the combination of face-to-face learning and online education, has become more popular during and after COVID-19. This research explored the challenges and good practices of blended learning in higher education from the perspectives of administrators and teachers in five universities in Germany, Finland, France, Hungary, and Spain. A qualitative case study approach is applied through semi-structured interviews. 29 interview participants, including 13 administrators and 16 teachers from five universities in Europe. The interviews included topics regarding blended learning experiences, the technical and educational challenges the teachers faced, and the ways to enhance the platforms, motivate students, as well as support the teachers. Thematic analysis was used to analyze the data using NVivo software so as to obtain patterns and themes that relate to the research questions. The research seeks answers to the following questions: (RQ1) What are the good practices for online education tools/platforms according to teachers and administrators? (RQ2) How can blended learning enhance students’ learning motivation and socialization from the teachers’ perspective? and (RQ3) What are the good practices for supporting teachers in blended learning from the viewpoint of teachers and administrators? The findings emphasize the need for well-designed and easy-to-use tools such as Moodle in order to ease the adoption of BL. Teachers training and technical support facilitate a change in attitude toward these technologies, resulting in better adoption of digital technologies by teachers. In addition, student’s interactive content and real-time communication tools increase student’s motivation and enhance the development of the community in order to help solve problems of isolation in online environments. Furthermore, teachers support provided through activities, periodic training seminars, and relevant materials was found to be another key element in the implementation of BL. This research provides a better understanding of blended learning on a cross-national level, where it emphasizes the necessity of standardization of digital tools/platforms, student participation approaches, and strong teacher assistance. The outcomes indicate that the focus of European higher education institutions should be enhancing the BL technical infrastructure, the socialization tools, as well as the regular professional training of teachers to enhance the efficiency of BL and improve student learning.</p>