Through the opinions expressed by 20 Spanish faculty members, this article describes the key elements of a blended learning training programme on disability. Qualitative evaluation was carried out using semi-structured group interviews and open-ended written questionnaires. Satisfaction with the training programme was analysed and its strengths (such as the suitability of blended learning and the inclusion of face-to-face sessions in which students with disabilities talked about their experiences) and weaknesses (such as the need for more training hours and more face-to-face sessions) were identified. As outlined in the conclusions, both the strengths and the weaknesses detected taught us valuable lessons, prompting us to think about possible actions that could be taken to ensure more effective faculty training.