With advances in information and communication technology, blended learning has become an effective approach for highlighting disciplinary effects and accommodating student population diversity. Faculty members in business schools have developed an understanding of design approaches that have evolved and selected appropriate designs for blended courses. This study combines the approaches of blended and team-based learning to support a management course. This study involved 197 undergraduate business students from two Taiwanese universities. Their perceptions of the course were elicited through survey questions. Subsequent quantitative analysis has revealed the relationships among learners' perceived enjoyment, knowledge sharing, team effectiveness, and perceived individual learning. This study documents education benefits, pedagogical implications, and research limitations in applying this approach to business education. Those points are developed along with recommendations regarding future research directions. Implications for practice or policy: (1) In blended team-based learning settings, educators need to consider the importance of creating an enjoyable learning environment in facilitating students' knowledge sharing processes and team-based work; (2) Educators should keep investigating blended team-based and focus on building an effective mechanism for students to share knowledge in different learning phases in order to improve the quality of their team effectiveness and perceived individual learning; and (3) Higher education institutes should promote the benefits of applying blended team-based in business curricula as well as provide adequate facilities and training for business educators and students in order to ensure teaching and learning quality.