The study aim was to identify the availability degree of technological competencies necessary for Blended Learning among Science Teachers in Al Sharqiyah South Governorate, Sultanate of Oman. The study used the descriptive approach utilizing a questionnaire to collect quantitative data. The questionnaire included five dimensions: blended learning culture, the usage of network and internet, planning and design, implementing blended learning and evaluation. The validity and reliability of the study tool were verified, as the reliablity of the questionnaire was (0.95). The questionnaire was applied to the study sample of science teachers of basic education in Al Sharqiyah South Governorate, whose number was (207) science teachers. The results of the study showed that the availability degree of technological competencies necessary for Blended Learning among Science Teachers in the five dimensions: blended learning culture, the usage of network and internet, planning and design, implementing blended learning and evaluation was low, scoring an average of (2.16). The study also found that there were no statistically significant differences in the technological competencies in blended learning among science teachers according to the variable of their specialization and the variable of their academic degrees. However, the study showed that there were statistically significant differences in the technological competencies of blended learning, particularly due to the variable of teaching experience (for the dimension of implementing blended learning). The noticeable difference was between the group (more than 10 years of work experience) and the group (5-10 years of work experience), as the former scored significantly higher.