This study examined the perspectives of students and teachers on the integration of blended learning in tertiary institutions in Kwara State, Nigeria. The study was motivated by the increasing adoption of technology-driven instructional approaches in higher education and the growing need to understand stakeholders’ experiences within blended learning environments. A descriptive survey research design was adopted for the study. The population consisted of lecturers and students from selected tertiary institutions in Kwara State, while a total of 320 respondents comprising 80 lecturers and 240 students participated in the study through a multi-stage sampling procedure. Data were collected using a researcher-designed questionnaire titled Blended Learning Integration Questionnaire (BLIQ). The instrument was validated by experts in computer education and educational technology, while a reliability coefficient of 0.81 was obtained using Cronbach’s alpha method. Data collected were analyzed using mean, standard deviation, and independent samples t-test. The findings revealed that both students and lecturers had positive perceptions toward blended learning integration. The study further showed no significant difference between students’ and teachers’ perceptions regarding the benefits of blended learning. However, a significant difference existed in the perceived challenges affecting implementation between universities and colleges of education. The study concluded that blended learning can improve teaching and learning effectiveness when supported with adequate infrastructure and institutional commitment.