This paper describes a pedagogical experiment in which a suite of novel blended learning strategies was used to replace the traditional role of design tutors in a first year architectural design studio. The pedagogical objectives, blended learning strategies and outcomes of the course are detailed. While the quality of the student design work produced by the blended learning design studio was independently assessed as being of a high standard, the student feedback on the course was mixed. Given the equivocation evident in the student feedback, the paper concludes by speculating on factors beyond the educational strategies that may have led to the high quality of student design work.