The paper describes the delivery of the courses in the framework of the project implementation and presents the effect the change in the methodology had on student performance as measured by final grade. Methodology: University of Pristina piloted blended courses in 2013 under the framework of the Tempus BLATT project. The blended learning approach was tackled through a supplemental model where online component was added to unreduced seat time of the courses. A total of 791 students were observed. Student performance and attainment of learning objectives in traditional vs. blended courses were compared. Notwithstanding the improved students' performance in some of the courses, the overall grades were not significantly higher with the introduction of blended approach (p>0.05). Despite the divergence from the Gaussian curve, showing the prevailing low grades, teachers tend to estimate the attainment of the learning objectives favorable. The differences between final grades and learning objectives score ranks were highly significant.