Due to the COVID-19 pandemic, the public universities in Mauritius had adopted Blended Learning to help students continue to learn. Blended Learning has the ability of amalgamating digital learning tools with the traditional classroom face-to-face teaching. This is why when adopting the Blended Learning, there were some of the hurdles that learners, tutors, and institutions had to encounter. Experiencing online learning for the first time and feeling unprepared to use the numerous applications available adversely influence students’ learning and reduce their online session engagement. Therefore, this study investigates the relationships between the perceived need satisfaction and learner engagement in the Blended Learning context using the Self-Determination Theory (SDT) among first year undergraduate students in Mauritius. A questionnaire was administered to 220 first year undergraduate students enrolled in the Mauritian Higher Education Institutions. 202 learners completed the online survey, which included closed and open-ended questions. The results show that in Blended Learning, perceived need satisfaction influences student engagement. The findings also revealed that students were ready to adopt Self-Directed Learning, and they felt truly independent, skilful, and connected in the Blended Learning environments when their lecturers use a different design approach to create pleasant and enjoyable course materials.