Purpose: This study describes the design of theBasic English 1 and Basic English 2 courses taught in the Foreign Languages School (FLS) of a large public university in Turkey as blended learning in a mostly distance education system.Research Method: This study was structured as a case study describing an instructional design effort. The study used the ADDIE instructional design model to convert these courses into the distance education format. In the analysis phase, the designers held discussions with the FLSlecturers to determine their needs and contextuallimitations. These discussions revealed the knowledge and skills of the FLS students, theexpectations of the lecturers and students, and the course objectives. The design processfocused on determining Basic English 1 and 2 learning activities and presentation formatsfor these activities. Each course has a duration of 15 weeks and includes the skills ofgrammar, reading comprehension, writing, listening comprehension, and speaking. In thedevelopment phase, the designers added all the tools from the design phase to the Moodleenvironment. In the implementation phase, the designers conducted usability tests withthe students and identified deficiencies of the design phase. In the evaluation phase, thedesigners improved the content based on student feedback from the usability tests.Findings: The designers conducted a planned and systematic design process based on theADDIE instructional design model. At the end of the design process, the course contentwas transferred to the Moodle environment, and a usability test was administered to thestudents. The designers revised the environment’s design based on student feedback.Eventually, the study presented an environment that was suitable for blended learningeducational activities that mainly used distance education. Implications for Research andPractice: Designing blended learning opportunities for formal learning environments is arising trend, and the community can benefit from the documented design process.