The spread of the CoVid-19 pandemic around the world has significantly altered almost all aspects of life, including education, and Oman has not been an exception to these changes. Therefore, this study aimed to explore the teaching experience of English language teachers of Blended Learning (BL) and investigate the challenges of implementing BL in teaching English as a Foreign Language (EFL) at cycle two schools during the CoVid-19 pandemic in Oman. The researcher relied on the descriptive approach to provide data analysis and present the results that were reached from the statistical analysis. The researcher also used the questionnaires and the interviews as a tool for data collection; these tools were developed based on previous studies to answer the study questions targeting English language teachers at cycle two schools. The study sample consisted of (250) male and female teachers and this study was implemented in the academic year 2020/2021. The study's results showed that EFL teachers were experienced in utilizing BL in teaching EFL and showed a great deal in teaching English content to the students through online learning. In addition, EFL teachers were willing to participate in training programs in order to enhance their experience in utilizing BL in teaching EFL as a modern strategy for teaching in times of crisis, such as the CoVid-19 pandemic. EFL teachers were also able to enrich their digital and teaching skills, using several BL practices in teaching EFL, in order to face the hazardous threats instigated by crises such as the CoVid-19 pandemic. Teachers reported the effectiveness of using BL in EFL teaching as it enhanced the levels of their social interaction with students. Some of the challenges teachers encountered were their failure to use digital and software applications efficiently and fix several hardware-related bugs during their various BL teaching sessions. Teachers' lack of technical skills and competencies in software and hardware and their inability to use BL tools and online platforms to assess student achievement were also some of the challenges they faced during BL implementation. Nor did teachers know how to increase student' participation and motivation in BL environment. In the light of the results, the study reached several recommendations and implications, including training teachers on essential skills related to information technology and developing online learning skills. In addition, some recommendations for future studies on communication between teachers and learners in BL environment in light of CoVid-19 were proposed.