Blended learning implementation has been extensively examined in literature. Most research questions center around how blended learning results in greater learning achievement, which HAS been measured from a student’s perspective. Whilst being recognized as existing in varied models, how blended learning design may be different in hard and soft disciplines is scarcely researched. In addition, the nature of the blends between face-to-face instructions and online learning is not adequately taken into account when discussing blended learning designs. The present study investigated the instructors’ perceptions regarding the importance of different components that make up of the blended learning from a multidisciplinary perspective. We also examined if the instructors who implemented different levels blended learning differed in their perceptions. Data (n=28) were collected by means of semi-structured interviews accompanied with a questionnaire, which asked for the instructors’ rating of each blended learning component. The results showed no significant differences in the rating of the importance of different blended learning components in hard and soft-disciplined instructors. However, two components, namely collaborative facilitation and general communication received significantly higher rating as blended learning was implemented more intensively. Thus, implications for pedagogical practices and research were discussed.