The HyFlex (hybrid + flexible) course design promises increased learning choice, accessibility, and improved student performance. Yet it also raises concerns about diminished informal learning and the reinforcement of extrinsic, goal-oriented behaviors. When COVID-19 restrictions were lifted, we tested HyFlex teaching in a large undergraduate public administration course (N = 96) at Umeå University, Sweden. Using a consistent final exam, we compared student outcomes across three modes: pre-pandemic (face-to-face), during the pandemic (remote), and postpandemic (HyFlex). Results show the highest student performance and satisfaction in the HyFlex format. However, concerns remain about how HyFlex may contribute to a performative culture in higher education and normalize expectations of combining full-time studies with extensive work commitments.