From an examination of two universities in different cities, this chapter discusses the ideas that they have emphasized in blended learning and the lessons that can be drawn for others moving into the field and seeking to form a successful implementation. An effective blended learning environment takes a learning design approach that looks at the learning goals and aligns them with teaching and learning activities and assessments, thereby ensuring the integration and appropriate use of technology (Boud & Pro~ser, 2002). This integration can also be reflected in the wider university through, for example, the provision of student portals where students can manage and interact with all administrative areas, including subject choice, timetable changes, and personal information management (Cornford & Pollock, 2003). This chapter examines two examples of blended learning implementation in two vastly different universities. One is a regional university in Australia; the other is one of the three state-funded universities in Singapore.