The impact of faculty development programmes on actual teaching is not always clear. This is even more so with respect to using technology in teaching. This study sought to evaluate the impact of a compulsory faculty development course on blended learning course implementation, using a Context, Input, Process, Product (CIPP) evaluation model. Findings indicate that blended learning implementation improved and lecturers completing the course had increased levels of confidence in the use of technology for teaching and enhanced skills in blended course delivery. However, there is a need to provide continued support and more opportunities for hands-on experience.