This article evaluates the way 46 students of a university ‘Spanish as a second language’ blended course used the virtual resources available for learning language and culture, and the students’ ratings of the contribution of those technological resources and tools to their learning. Results showed students perceived vocabulary, cultural contents, grammar and receptive skills as the ones benefitting the most from the use of technologies. The students also mentioned many of the strengths and weaknesses of the blended learning methodology, which have already been mentioned by other authors. This analysis may serve as empirical evidence for the design of courses based on this model.