The purpose of this study is to explore how a blended learning environment may help solve a problem within the Hong Kong vocational education system that emerged as a result of educational reforms that occurred in 2012. During this time, the original three-year vocational program was reduced to two-years creating a situation where educators and students needed to cover the content of a three-year syllabus within two years of face-to-face instruction. Blended Learning environments provide an opportunity for some of this course work to be delivered online thus making it possible to cover all content within two years while reducing the amount of traditional classroom delivery. What has yet to be explored, however, is how educators design and facilitate blended learning in their vocational education program and how students experience learning and feedback that takes place within that blended learning environment. Guided by the theoretical framework of Blended with Purpose Model (Picciano, 2009) this exploratory study sought to answer the following central research question: What are the experiences of students in a higher diploma in business administration in Hong Kong with blended learning? Findings from this study included that students achieved the same learning outcomes in the blended model as in the traditional teaching model. Blended learning enhanced student's interpersonal and communication skills and increased their employment opportunities. In addition, this study also identified the factors which will affect students' feedback of blended learning. Implications for practice and areas for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]