One of the teaching modes adopted during the emergence of COVID-19 pandemic was blended learning among the colleges of education in Ghana. This mode was extended to remedying infrastructure deficit in the colleges of education resulting from the introduction of a new 4-year Bachelor of Education Basic Education Curriculum in Ghana. This study was conducted to find out the attitude and challenges faced by college of education students in blended learning (instructions). A sample of 486 students from Gambaga College of Education constituted the population. The study employed a descriptive research design with quantitative method to collect data, using both online and paper questionnaire. The data analysis involved multiple statistical procedures: frequency counts, simple percentages, and standard deviation. The study exposed that participants had a negative attitude toward blended learning. This was assumed to be associated to the numerous challenges the students faced in their blended learning experiences. Further, the findings revealed among other challenges of blended learning that the teaching of practically demanding courses like calculus, methodology and others results to rote learning and poor performance. A good number (85.8%) of the participants indicated that blended learning deprives them from social interactions and other co-curricular activities vital to their learnings. Almost all (98.1%) of the participants stated that poor network connectivity affected their participation in blended learning. However, a little above half agreed that assessment feedback on blended learning meets their expectations. It is therefore recommended that the government, institutions, and facilitators should consider these challenges and make the appropriate decisions regarding the implementations of blended learning at the colleges of education in Ghana.