Higher vocational college enforced full-scale blended teaching during the COVID-19 pandemic, which exerted a profound influence on fostering higher vocational college students’ creativity. Therefore, drawing on the framework of college ecosystem, the present study aims to explore how the students perceived support and restraint in fostering their creativity in blended learning environment. Semi-structure focus group interviews were conducted with 24 higher vocational college students with three predetermined themes: institution engagement, faculty support, and peer integration. Results revealed that all participants perceived support from school policy and creative climate in the college, technological and emotional support from their faculty, and affective support from their peers. However, discrepancy appeared in participants’ perceptions of the support and restraint in the other sub-themes. Participants with top-GPA performance perceived much more support from the blended learning environment but no support from classroom atmosphere and academic theories. In contrast, participants with average or lower academic achievements generally perceived less support or even more constraints in boosting their creativity. The discrepancy may result from the injustice of unfair coverage of resources for all students, lack of blended teaching experiences and students’ characteristics. Based on these findings, implications and suggestions were discussed within Chinese higher vocational education context.