Background. Learning-teaching process is the core of education at any field. It has many aspects that interfering with it such as students' effort in learning, motivation to learn, and learning engagement. As learning nature changes from face to face learning to be a blended learning that is growing to be a consistent educational strategy in many educational institutions worldwide, it is expected that learning-teaching aspects could be changed as well. Aim. It was to assess the relationship between learning-teaching aspects and blended learning satisfaction among students at faculty of nursing. Subjects & Methods. Predictive correlational design was conducted on (285) nursing students using 4 tools. They were Students' Effort Scale, Science Motivation Questionnaire, Engagement Scale and Blended Learning Satisfaction Questionnaire. Results. Learning engagement had statistically significant positive correlation with student' effort and motivation to learn (P value<0.001). Whereas, blended learning satisfaction had only significant positive correlation with motivation to learn (P value=0.007). Blended learning satisfaction was increased by 0.576 with each one unit increase in students' motivation to learn. Learning engagement was increased by 1.571 and 0.488 with each one unit increase in students' effort and motivation to learn respectively. Conclusion. Blended learning satisfaction is varied and affected positively by overall learning-teaching aspects variations. Learning engagement is varied and affected positively by student' effort and motivation to learn variations. Recommendations. Energizing blended learning satisfaction and hence revitalizing learning-teaching process itself require sustaining motivation especially the role of educators in external motivation which is reflected on students' effort and learning engagement improvement too. This could be through training program on students' internal & external motivation, and regular triggering of it by nursing educators.