Institutions of higher education are implementing Blended Learning (BL) approaches to supplement traditional courses in enhancing students' learning experiences. However, only fewer studies have examined BL acceptance based on the determinants that influence students' perception towards BL integration in improving learning performance. Accordingly, this study employs the theory of Technology Acceptance Model (TAM) and Information System (IS) success model to develop a model to examine the determinants that influence students' perception towards BL integration and acceptance as a mode of study to improve learning performance. Survey questionnaire was designed, and data was gathered from 1169 students to empirically validate the designed model. Accordingly, Partial Least Square-Structural Equation Modeling (PLS-SEM) was applied to analyze the survey data. The results suggest that system quality, information quality, and service quality significantly impact students' acceptance of BL. Moreover, results reveal that perceived usefulness of BL, perceived ease of use of BL, attitude towards using BL, intention to use BL, and actual use of BL were proven to be key determinants that should be considered in improving students' acceptance of BL. Additionally, results indicate that students' acceptance of BL significantly influences learning performance. Implications from this study provide insights on how institutions can improve students' integration of BL initiatives in both physical and digital learning environments.