Innovative approaches, such as the blended learning, have enabled colleges and universities to offer more options aimed to meet students' learning and lifestyle needs. However, blended learning generally requires students to have a level of comfort with the online environment and as well as a minimal set of computer skills. This constraint may challenge the design of pedagogically effective blended introductory computer courses. This presentation will share the framework, challenges and solutions faced during the design and implementation of a blended introductory computer course (CPU101) for incoming freshman, delivered in an intensive 5-week format. We will discuss instructional design criteria, balancing face-to-face and online activities with content delivery, aligning and building the learning community and promoting cognitive engagement. We will share the results of a pilot launch during which we examined learning outcomes, faculty and student satisfaction, and retention. We will also share the associated issues of using the college resources and building bridges for collaboration for future expansion of blended curriculum. Finally, we will highlight both instructional and operational elements that merit future investigation and revisions.