This exploratory study examines the experiences of nontraditional undergraduate students taking blended (part online, part face-to-face) courses in the human services. The literature describing human services students is sparse, but enrollment trends show that working adults with multiple responsibilities occupy a growing number of seats in colleges and universities. Research suggests that blended learning helps meet the needs of nontraditional students. With a sample of 62 human services students, most of whom are working adults, researchers administered a survey to assess students’ perceptions of and satisfaction with blended courses, as well as associated variables such as technology use and confidence. Results show high levels of satisfaction with blended learning and student perceptions of positive outcomes as a result of their participation in blended courses. Researchers also found that this sample of nontraditional human services students own and feel confident using technology devices and applications. This study supports blended learning as a viable and helpful option for adult human services students and suggests that future research further explore how to use this modality most effectively to meet the needs of this population of undergraduates.