This study investigates student perceptions of blended and face-to-face teaching and their connection to perceived learning and satisfaction. Five dimensions are examined: relation to the subject matter, self-efficacy to complete the course, to interact with the teacher and peers, and the teacher’s pedagogical stance. We used a questionnaire which was completed by 134 students following seven different blended teaching courses. Results show that students felt more able to interact with teacher and peers in face-to-face compared to blended teaching condition. Self-efficacy to complete the course, to interact with peers and teacher’s pedagogical stance emerged as key predictors in blended teaching courses for both perceived learning and satisfaction. These findings emphasize that enhancing interactions and teacher support are two important aspects to take into account to help students in blended courses.