Abstract: With the growing interests of promoting quality learning in higher education, questions have been raised regarding the feasibility of the way that students have been traditionally taught. This study investigated the challenges they faced and dealt with in order to transform a traditional, lecture-based instruction in a large-enrollment, introductory required course into quality blended instruction by integrating technology into classroom. From multiple sources of data including faculty, students, and instructional consultants, this paper reports the experience and findings of employing blended instructional model to enhance student engagement and interaction.