Blended courses or hybrid courses have gained popularity over the years because of their flexibility and convenience. Technology use in the online component of the blended/hybrid courses is another influence particularly to the younger generation of learners who enjoy learning interactively in a virtual environment. However, depending on the subject matter and the type of learners, traditional classroom learning may be preferred to hybrid learning. This study looks at student perceptions of the face-to-face component and the online component in a hybrid mathematics course. Analysis shows that the students in this study preferred the face-to-face learning mode. In particular, they are more comfortable interacting with their peers and the instructor in the face-to-face learning mode and they find the face-to-face instruction enables them to learn and understand the mathematics concepts better. Future study will look into gathering qualitative type of responses to students' preference of the learning modes.