The aim of life skills education is to foster in students the competence to apply integrated knowledge and skills in practice. With the advance of technology today, learning can take place beyond the walls of a classroom. The objective of this paper is not to answer the question as to whether or not to use technology, but first to investigate a theoretical approach which provides a foundation for the design of blended strategies in a Life Skills classroom and, second, to explore how the incorporation of technology within the Life Skills module can support the teaching and learning process. The study was conducted with female students in their final year of the Bachelor of Education (Foundation Phase specialisation), at the University of the Free State, South Africa. A case study design was employed to collect qualitative data by means of reflective journals, focus group discussions, open-ended questionnaires and face-to-face semi-structured interviews. The findings of the study suggest that the use of blended learning provided students with opportunities to engage with the complexities of life skills teaching and learning in the Foundation Phase.