This study aimed to explore implemention level of blended learning in cycle 2 schools in the South Al Batinah Governorate from teachers’ perspective. The study used a descriptive survey method, relying on a questionnaire tool to collect data from a sample of 317 male and female teachers from those schools. The tool was presented to a group of arbitrators who expressed their opinions about it, and after it was applied to an experimental sample, its results showed a reliability coefficient (Cronbach) of 0.931. The study showed that the responses indicated an average level of implementation of blended learning in those schools, and that there were no statistically significant differences at the significance level (α≤0.05) in the responses due to the variables of gender and experience. Based on these results, the study recommended the necessity of raising teachers’ skills in blended learning through qualification and training, and adopting various models of blended learning based on the capabilities of educational institutions. It also recommended benefiting from regional and international experiences in this field, providing material and moral support, and developing a mechanism to activate educational platforms. To be in line with the curriculum, making it easily accessible, especially in crisis situations.