Hybrid learning models have gained prominence in the realm of education, offering a blend of in-person and online instruction. This paper delves into how students perceive the effectiveness and challenges of hybrid instruction in the domain of grammar education. This research draws upon a mixed-methods approach, combining surveys and interviews to gather data from 50 students enrolled in hybrid grammar courses. The findings shed light on several key themes. Firstly, students appreciate flexibility and convenience that hybrid classes offer, enabling them to manage their time effectively and access resources online. Secondly, they value the in-person component for its interactive and collaborative aspects, which foster engagement and comprehension of grammar concepts. However, challenges such as lack of social engagement between students and teacher leading to low self-motivation and discipline, meaningful learning experiences are also identified. Thus, this paper provides recommendations for educators to enhance the hybrid learning experience for grammar subjects.