Sense-making, understood as meaning making or giving meaning to experience, is an integral part of everyday life and work, and is a process critical in enabling people to recognise how and when to respond to situations appropriately so that they can resolve problems effectively (Weick, Sutcliffe & Obstfeld, 2005). Blended learning (BL) in vocational training mainly aims to enable adult learners to apply theory to practices to solve authentic problems in workplaces. High quality of sense-making is crucial to help learners achieve the aim. This timely research is to offer a comparative look at how dynamics of BL interplay together to mediate the quality of sense-making. The dynamics include industry and training connections, policy and institutional contexts, the inhabited pedagogical practices and curriculum design. This research adopted semi-ethnographic approach to capture the rich data in case studies to understand learners’ sense-making quality in BL. The findings from different BL courses surface that the degree to which learners’ sense-making is fragmented (low quality) or seamless (high quality) is mediated by the interplay of different contextual factors in BL in multiple ways, such as, the connections (or not) with industry, the use (or not) of authentic problems and tasks.