Within the past two decades, Blended Learning (BL) programs have become very prevalent. The number of offered courses is continually increasing. The factors which support this fact are mostly related to the technological advances that have made the obtainability both efficient and practical. A School of Nursing (SoN) started a Faculty Professional Development Program (FPDP) for preparing its faculty for the initiation of the BL courses. This paper presents an evaluation project for this FPDP in order to provide empirical evidence on its importance as a way to smooth the transition to the BL. This evaluation project used a non-experimental descriptive quantitative research design. The Context, Input, Process, Product evaluation model (CIPP) was the theoretical framework for this evaluation project. The data collected through survey utilized an internet-based questionnaire. The analysis of the data adopted the Fit Gap Analysis (FGA) framework. The analysis results showed change in the SoN faculty's attitude, due to FPDP program, ranked between 44.44% and 88.89%; behavior ranked between 0.0% and 66.67%; and, knowledge ranked between 33.33% and 55.56%. Based on the analysis findings, this project recommends that the FPDP should be considered as an essential step and a successful way toward smoothing the transition to the BL, and should be considered as an example for other Universities.