Blended learning is a learning model which combines online learning and face-to-face learning commonly implemented at the higher education level. Eventually, the implementation of blended learning model in language learning to the non-English speaker students could pose some challenges. This study aimed at describing the implementation of blended learning model in EFL courses offered in this research setting. It also investigated how are the students’ and the teachers’ attitudes towards the blended learning objectives, materials, activities, educational technology tools, teachers’ roles, and technical problems. This study applied a case study design to answer the research questions. To gather the data, three different data collection techniques were used, including interview, questionnaire, and observation of the learning management system (LMS) being used. Four teachers and six third-year students of the English Language Education Department were interviewed. The teachers’ course webpages were also observed to see the blended learning implementation. Finally, the questionnaire was distributed to the 120 third-year students joining the blended learning. The results of this study explain the attitudes of the teachers and the students regarding the blended learning implementation in EFL courses. The study encourages the development of blended learning model to the EFL courses as the students could learn the target language independently and practice to use the language effectively.