This paper presents the implementation of a blended Instruction-Based Learning /Problem Based Learning (IBL/PBL) approach in an engineering technology curriculum. In a second year course “Thermodynamics and Heat Transfer”, students’ background knowledge is developed through IBL in the form of weekly lectures, and PBL in the form of labs and project. Eight weekly lab experiments are used to develop the students’ lab skills. Each one of the labs is scheduled such that it perfectly matches the material covered in the lectures. Through such a coordinated blended approach, students see in real-life how analytical solutions discussed in the textbook are applied and what the effect of altering design parameters is. This helps them develop problem solving skills. Also, they collect and analyze data to understand the limitations of the theory. Then in weeks 9-12, a PBL course project is introduced allowing students to implement the knowledge learned. In groups, they research the given topic, brainstorm solutions, build and test the prototypes, and present the results to the class. The benefits of such a blended approach include greater emphasis on important concepts, easier visualization of abstract ideas, higher adaptation of delivery method to the course content, broader scope of expected learning outcomes and increased student/professor contact time.