The movement towards e-learning is becoming an essential trend for a more responsive 21st century education. One such effort is blended learning where learning via the web and face-to-face teaching is combined (UNESCO, 2011). This paper focused on the impact of blended learning for two (2) general education courses during SY2011-2012 as part of the Course Redesign Program (CRP) of Jose Rizal University – Mandaluyong (JRU), where the proponents are associated. Blended learning in the university followed a rotation model where students move back and forth between face-to-face and online sessions (Staker, 2011).The online sessions covered 50% of the course and were delivered using Modular Object-Oriented Dynamic Learning Environment (MOODLE). Results indicated increase in student passing rate for both Natural Science 21 and Humanities 11 courses and cost savings in instruction. This was verified by the significant difference between the pretest-posttest p-values after the CRP implementation, at 0.017 and 0.0006 respectively. Survey data gathered from students also showed positive perceptions about the blended courses in terms of their relevance to learning and in capturing students’ interest. Barriers in terms of access were also identified. Continued implementation of the blended courses was recommended, as well as development and exploration of blended learning for major courses. Provision of improved infrastructure was also proposed.