This paper reports findings from a phenomenographic investigation into blended university teaching using virtual learning environments (VLEs). Interviews with 25 Computer Science teachers in Greek universities illuminated a spectrum of teachers' conceptions and approaches from "teacher-focused and content-oriented", through "student-focused and content-oriented", to "student-focused and process-oriented". Using VLEs was described as a means of supporting: A--information transfer; B--application and clarification of concepts; C--exchange and development of ideas, and resource exploration and sharing; D--collaborative knowledge-creation, and development of process awareness and skills. The study suggests that pedagogical beliefs and circumstances underpinning face-to-face teaching are more influential in shaping approaches to blended VLE use than VLE system features. The authors propose that the findings could be used to inform educational enhancement initiatives and that there is a need for further discipline-focused research on blended teaching. (Contains 4 tables.)