The aim of this study is to examine expectations, and readiness and satisfaction levels of undergraduate students enrolled in Civil Engineering and Computer Engineering Departments of the Faculty of Engineering at Muğla Sıtkı Koçman University, Turkey, for a blended Calculus course. Findings of the study will be used to draw implications for course improvement. Designed as a correlational survey, expectations, readiness, and satisfaction levels will be examined through quantitative measurement tools on the basis of gender, department, and prior exposure to online learning. A total of 102 students, selected based on criterion sampling, responded to expectancy and readiness survey administered at the beginning of the semester, whilst 95 responded to the satisfaction survey at the end of the semester. Findings indicate no significant statistical difference for expectation, readiness, and satisfaction levels of the engineering students as of gender, department and prior exposure to online learning. It is expected that findings from such studies will help to improve the design, development and implementation of online courses and programs in Turkey.