The challenges faced within a UK business school in implementing a faculty-wide blended learning strategy are presented. Blended learning practices, both successful and unsuccessful, and the perceptions that shape them amongst Business and Law faculty at a post-1992 UK University, are also identified. An inductive qualitative approach is adopted, drawing on primary data, including face-to-face in-depth interviews and module audits, along with secondary data, such as policy documents providing an institutional context. Analysis of the module audit reveal that teaching is largely still performed using traditional approaches and relying on face-to-face delivery. It is also found that technology tools are applied support and enhance face-to-face delivery. Despite the overall positive view of technology some common challenges identified include the perception of the time consuming and complicated nature of preparing blended learning materials.