Using an engagement in research approach this article explores the landscape of blended learning in higher education over the last decade by comparing the results of a critical literature review by Vaughan to an instrumental case study that identified key factors that led to the implementation of a blended learning initiative in one medium sized Canadian university. Findings indicate that although students still prefers the time flexibility of blended learning, there are major differences between undergraduate and graduate students and their motivation for choosing this pedagogy. Professors also find increased teacher-student interactions using a blended learning format but acknowledge more support for course redesign and better professional development and training. From an administrator's viewpoint, one of the main challenges occurred at the individual faculty level in trying to communicate the definition of blended learning to professors. As a way of looking forward, interviews with experts from various Ontario universities and a survey of university personnel from across the country provided some initial insights. A discussion situates the findings using the theoretical lens of andragogy, self directed learning, the community of inquiry framework, and points to a possible range of additional research questions for blended learning.