This chapter presents a Malaysian case study which describes the mixed forms of face-to-face learning together with online learning that provides a blended learning setting where learners optimally obtain knowledge and skills via a combination of conventional and online learning. The chapter comprises a review of the blended learning, including the flipped classroom (FC) model, blended learning technological affordances, the theoretical framework involved, as well as a description of a specific case study (with reference to an Arabic language course) to illustrate the implementation and outcomes of the blended learning approach. It also presents a glimpse of learners’ perspectives regarding the technological affordances of blended learning and FC, collected through one-to-one interview sessions with 8 students from the Arabic course at the end of the Semester 2 Academic Year 2022/2023. Six main themes that surfaced include: (1) Facilitation of diverse learning environments, (2) motivation, (3) possibility to express and observe others’ viewpoints, (4) time efficiency, (5) reinforcement of learning and (6) areas for of further discussion. Learners’ positive perceptions represented through the six themes, signify that the important dimensions of a meaningful e-Learning to take place are satisfactorily addressed and managed in the Arabic course.