This report evaluates blended learning implementation at the Uganda Management Institute (UMI), Uganda. The study assessed the effectiveness of blended learning (BL) for participants' learning performance and their perceptions about BL. The sample of this study included 7 faculty members and 31 participants who enrolled for 5 blended courses offered during the Fall 2019 term. A convenience sampling method was employed to collect the survey data. For quantitative data analysis, an independent sample t-test, a Pearson correlation coefficient, and a likelihood-ratio test were used. The facilitators' interviews were fully transcribed and cleaned. The transcribed interviews were analysed using the Activity Theory (AT) framework (Engeström, 1987). The results of the learning performance assessment showed a significant difference between the participants' outcomes in the blended and non-blended courses. Participants' overall perception of BL was very positive, and they noted that BL provided them with the flexibility to access the courses anywhere and anytime. [This report was produced with Uganda Management Institute.]