The aim of the study is to investigate the experiences of the students and instructors on blended language instruction and learning applied in an English Preparatory School in a state university. For this purpose, we have a mixed method, the explanatory sequential research design study. The participants were 400 students and 100 instructors. For data collection, both qualitative and quantitative research tools were used, and the data were collected through two questionnaires, one for students and the other for instructors to get the views of students and instructors with regards to blended learning. Additionally, for in-depth investigation, semistructured interviews were conducted with both students and instructors. Our findings revealed that students had both positive and negative views towards the blended instruction/learning; some students reported that they were content with the idea but not the practice. On the other hand, the majority of instructors expressed positive opinions regarding the idea and the implementation of the blended instruction. While blended learning has the potential to reshape whole language teaching of the future, grounding this way of teaching onto contemporary pedagogical principles is critically important.