This paper explores students' perceptions of an experimental, cross-cultural entrepreneurial blended learning course. This course, developed jointly by North Carolina State University and Josip Juraj Strossmayer University, Croatia, employed a variety of face-to-face and technology-based approaches to facilitate cross-cultural teaching. The impact of socioeconomic status on participants' satisfaction with the course is also investigated. This study also clarifies that active learning and new roles for teachers and students in a cross-cultural perspective setting are possible between a western setting and east European countries. The study found that teachers need to focus not only on the technical aspects of course delivery, but must also seek to understand students' expectations and perceptions as well as support student learning across the whole course. Instructors, interaction with peers, and overall course design and organization play an important role in student satisfaction.