This paper presents a study on the reception and effectiveness of the blended professional development course for science teachers in India. The study addresses three key research questions: the nature of knowledge among the participants, the effectiveness of the blended course, and the interpretation of course features by the participants within their cultural context. A case study approach was used within a larger action research project, with data collected through pre-and post-tests, surveys, observations, and participant interactions during webinars and a face-to-face workshop. The study found a significant improvement in the teachers’ PCK, as evidenced by increased post-test scores. However, the participants displayed varied responses to the blended learning format. While some participants were comfortable with the online components, others, particularly those less familiar with technology, faced challenges and expressed a preference for webinars and face-to-face interactions. A key finding was the cultural misinterpretation of the green tick, seen as an attendance marker, highlighting the need for culturally sensitive course design. Participants also showed strong interest in ICT tools, requesting more hands-on sessions. The study concludes that a blended approach, with personal interaction and culturally responsive design, is effective for teacher development in India, emphasizing the importance of integrating cultural considerations and ongoing support.