Over the last couple of decades, online learning has been growing in line with growing computer-based technology to the now almost fully fledged e-learning supported by artificial intelligence. Early predictions foresaw a case whereby the teacher would be fully supported or even replaced by technology in the delivery of content and assessment of learning. This is an area that has remained the subject of inquiry and technology around the concept is still evolving. The onset of COVID -19 pandemic in 2020 saw many universities having to turn to online learning to complete their courses. The emergency movement to remote teaching caught many universities unaware, but several lessons were also learned. With time, humanity is coming to appreciate that COVID19 is endemic. We have thus experienced a resumption of classes. With social distancing still being a requirement, most universities are now turning to blended learning in order to benefit from the affordances of face to face teaching and also leverage on existing technology, it is imperative to review the critical success factors that come into play for successful implementation of blended learning. This case study looks at one of the first private universities to resume studies in a blended mode during the pandemic in Kenya. It evaluates the key areas that have to be attended to for a successful transition to blended learning. The study identifies Organizational affordances, Academic affordances (Programs, assessments and examinations), Technological Affordances, Digital Resources affordances and Pedagogical affordances as crucial for successful implementation of blended learning.