This study paper provides a complete analysis of the integration of the blended learning model in a Vietnamese-English specialized translation course in a university context. The study dives into the perspectives of 75 participants about the success of the blended learning strategy, using a qualitative case study design, thematic data analysis, and the Community of Inquiry (CoI) framework as a lens. In particular, social, cognitive, and instructional presence as well as other CoI characteristics were found to be beneficial in the blended learning setting. These findings highlight the potential of optimizing language learning experiences and improving learners' translation abilities with blended learning. Importantly, the research holds implications for pedagogical practices in translation education, emphases on the significance of technology integration, utilization of diverse learning resources, and adoption of student-centered approaches to maximize the benefits of blended learning in this area.