Blending learning environments are being adopted by an increasing number of educational institutions in order to offer flexibility to students. Although, blended synchronous learning environments have been around since early 2000s, there has been little research conducted on students' experiences in these environments, specifically in terms of instructor-student and student-student interactions. This research describes a case study designed to examine graduate students' perceptions of interactions with their peers and instructors. Observations, interviews, and an open-ended survey were used to collect data. Findings indicated that students preferred to interact with the instructor over their peers. Further, students were able to form relationships with their peers in similar environments. Suggestions for instructors and designer/course developers regarding the design and implementation of class activities are provided.