Literacy and Basic Skills (LBS) programs in many Ontario colleges offer adult learners who have low literacy and basic skills with opportunities to improve their employment skills as well as results on prerequisite courses for entrance into post-secondary education. LBS students encounter many challenges and require extra interpersonal instructional support, which may be overcome through a blended learning approach. Due to limited access to technology in LBS programs, little is known about adult learners' attitudes toward online learning. This study investigates learners' attitudes and perceived success in blended learning, and key factors contributing to individual differences. A survey was administered to 149 LBS student participants at three Ontario community colleges, along with interviews conducted with 37 students. The results of correlation and thematic analysis have shown that differences exist in their attitudes between face-to-face and online learning environments, 90% versus 40% positive respectively. Individual differences in their perceptions were found to be associated with their age, time out of formal education, education levels, and computer skills.