Instructors are reluctant to introduce intermediate students of Arabic to literature. I believe that exposing intermediate students to Arabic literature is both a necessary motivator to boost their confidence and an effective way in the development of linguistic and cultural competency. In this paper, I examine the experience of blended learning in introducing Arabic literature, mainly short stories, to intermediate students at an intensive summer program. I look at the benefits of using technology, and the face-to-face instruction to promote individualized engagement with the materials, developing reading skills and promoting interactive learning.