Blended learning has been growing in popularity to support learning in graduate studies. It has proved to be an effective approach for accommodating an increasingly diverse graduate student population whilst adding value to the learning environment through the incorporation of online teaching resources to face-to-face instruction (Alammary, Sheard, & Carbone, 2014). This paper aims to assess the attitudes of graduate students on their preferred Flexible Blended Learning System (FBLS) mode of instruction and their views on the benefits of utilizing FBLS through a survey questionnaire that was distributed to the current students enrolled at EPM&A graduate program in Qatar. The results revealed that the respondents’ preferred FBLS mode of instruction delivery is customized, self-paced, modular, fluid scheduling, online, and combined technologybased and print-based learning materials, supported by periodic face-to-face instruction. They believed that engaging in FBLS provides learning that reduces stress, flexibility, increased access to global resources, unique learning styles, and global competitiveness. The results further reveal that there is a significant association between income and FBLS; and between gender and income and its benefits. The integration of both virtual and physical landscapes to graduate studies provides flexibility in learning for both students and teachers. The FBLS model for EPM&A should be designed to arrive with the most appropriate blend that targets the perceived benefits.