Designing a cybersecurity course for a big cohort of students from different educational background is a challenging job. Examined in this study are the perceptions, preferences and performance of students who have participated in a strategic blended learning initiative aimed at preparing students for their working lives. For this purpose, both self-reported and observational data were collected from 115 students who voluntarily registered for the pilot run of the course. Self-reported data was used to measure students’ preferences as well as perceptions related to satisfaction, engagement, convenience, interaction and views on learning. Observational data measuring students’ performance was directly extracted from the collaborative learning platform on which the course was hosted. The results show that overall students liked the blended design of the course. They were satisfied with the format of the course, they felt engaged, and most of them secured good grades. Moreover, no significant difference in perceptions and preferences were found when controlled for gender, educational discipline, and overall performance, showing that the blended design of the course was accepted across the board.