Blended learning is a mixture of electronic learning (or e-learning) and traditional face-to-face learning, also known as hybrid learning. The study examined how blended learning affects learning outcomes in Qatar’s Higher Education (HE). This study also investigated how enablers and barriers influence learners, teachers, and pedagogy. However, it also gathered evidence from students about their engagement with blended learning. The mixed-methods study used a sequential explanatory technique, employing an in-depth survey and interviews carried out on a random sampling of n = 110 out of 251 students in one Qatar institution. The findings from the explanatory research included four variables, of which two are defined as “dependent” (DV) and two as “independent” (IV). Among these four variables, ‘satisfaction,’ ‘perceived usefulness,’ and ‘internet for education use’ showed significant positive effects and directly influenced students through the blended learning approach. However, the fourth variable, ‘student achievement,’ had no effect on the student’s learning outcomes.