This research addresses a significant literature gap by investigating academic perceptions of delivering intensive teaching in higher education, contextualised to Victoria University's (VU) Block Model®. Through semi-structured interviews with nine participants, qualitative data was gathered to examine the benefits and challenges of block model delivery. Thematic data analysis revealed three interrelated themes. Firstly, the intensive and focused elements of the design were perceived to impact student and staff experiences, apparent as demanding in preparation time yet beneficial for fostering active and in-depth learning. Secondly, reciprocal relationship building with teachers and students and between students was facilitated in the delivery mode, providing repeated interactions and opportunities for meaningful connections. Lastly, assessment practices were observed to shape learner-centred delivery towards a formative assessment programme, emphasising assessment for learning. Drawing upon current findings and literature, this paper highlights the complex dynamics inherent in intensive teaching and its potential for enhancing pedagogical practices in higher education.