This article addresses teacher evaluation of the first blended edition of the Certificate for interpreter trainers course, ETI, University of Geneva. A total of five teachers - two in Geneva, two in the United States and one in Israel-, nineteen participants - five males, seventeen females, from over twelve countries-, one tutor, one technical support staff and one pedagogical advisor were involved in the course. This article reports on the findings of qualitative semi-guided interviews with teaching staff : 1) teachers praised the integration of on-line with face-to-face parts both for pedagogically enhanced activities and for enhanced social community building; 2) teachers' training success is the result of modelling of integrated practices and of the coherence of the pedagogical approach, content and learning environment; 3) instructional design of on-line courses is still viewed as consisting mainly of technological issues and the pedagogical engineering part occupies a less prominent role at this stage; 4) although conducting a blended socio-constructivist oriented course in the first run is exhausting for teaching staff, it is rewarding and teachers are ready to engage in follow-up projects.