The blended learning environment in university courses integrates teaching technologies in traditional (i.e. non-technological) learning contexts, most evidently through the adoption of a Learning Management System (LMS). Past studies on the use of LMSs have focused on the economic and technical challenges in LMS adoption (West et al., 2006; Morgan, 2003). Drawing from students' perceived value of an LMS, Kruger (2012) used a quantitative method to examine the link between an LMS and its impact on learning processes and performances. Yet, a minority of studies view LMSs from a theoretical lens, that is, to specifically explore how LMSs function as pedagogical tool to support teaching and learning. By referencing Chickering and Gamson's (1987) "Seven Principles of Good Practice in Undergraduate Education", this study will highlight areas in which LMS supports and/or hinders "good" teaching and learning. Instructors' and students' perceptions of LMS around these seven principles were examined through in-depth interviews and focus groups, consisting of fieldwork conducted with seven leading instructors and three groups of undergraduate students. They broadly represent all faculties at McMaster University. Preliminary findings suggest that LMSs are particularly useful administratively but are perceived by students and instructors as a poor substitute to classroom teaching. Results further suggest students were most engaged in the learning process when instructors communicated their interests and passion in teaching through classroom environments that were then reflected in the on-line components of a university course.