The aim of the current study was to monitor teachers' opinions on blended learning and its relationship to student motivation. The researcher employed a descriptive correlational methodology. The study community comprised teachers from South Al Sharqiyah Governorate. The study sample consisted of 270 randomly selected teachers. The researcher used questionnaires as a tool to collect data regarding teachers' perceptions of blended learning and their perceptions of motivation activation after standardization. The study reached several conclusions, including that the majority of teachers in South Al Sharqiyah Governorate schools in Oman agree on the necessity of implementing blended learning strategies. Furthermore, it highlighted the necessity of equipping teachers with blended learning strategic skills through appropriate laboratory facilities and software and material resources. Study suggestions included assessing the effectiveness of blended learning environments across different subjects and educational stages, as well as measuring the impact of interaction between blended learning methods and styles on various learning outcomes for post-basic education students in schools in Oman. In light of the results, the study presented a set of recommendations and proposals.