Blended Learning has positioned itself as a formative modality rooted in the university environment. In Peru, although belatedly, the curricular development of subjects in this modality has been increasingly implemented in processes that were previously face-to-face. To recognize the satisfaction level that this experience brings, an English course directed at first year university students majoring in Arts and Engineering was planned, implemented and subsequently evaluated. At the end of the course, a satisfaction level questionnaire was given to 90 students receiving the training. The analysis of results evidenced a broad global satisfaction with BL, without differences by career origin; concretely, with the expectations and the choice of the course, but not in the use of resources. The results will allow us to rethink improvement processes and adjustments in non-significant aspects and contexts.