There is an increased need to examine how blended learning can be integrated in traditional preservice teacher education programs to support students' learning and meet the growing curricular demands of colleges and universities. This mixed methods study aimed to understand preservice teachers' perspectives towards blended technology integration courses that they participated in. Community of Inquiry Framework (CoI) and Activity Theory were used to design blended learning experience for students. Both quantitative and qualitative data were collected concurrently and merged in the interpretation phase of the study. Preservice teachers perceived blended technology integration course as a beneficial way to learn because it enabled them to spend their time effectively and efficiently allowing them to be more productive, independent, and self-regulated learners with opportunities to experience innovative learning firsthand. The study has implications for higher education faculty, K-12 teachers, administrators, instructional designers, and technology specialists.