Blended learning (BL) is claimed as an influential learning approach to contribute to language teaching and learning. This requires English language teachers (ELTs) to keep up to date with BL to effectively implement it in their language classrooms and achieve its expected outcomes. However, ELTs have different attitudes toward BL. This study explores how far ELTs’ attitudes toward BL impact their teaching practices in language classrooms, delineating how far they perceive it, its challenges, and their suggestions to develop its implementation in language classrooms. A qualitative method was employed, utilizing four classroom observations (COs), an open-ended questionnaire (OQ), and a focus group (FC). Findings revealed that 75% of ELTs adopted positive attitudes toward BL which impacted their effective performances, though they had some challenges when implementing it, while 25% of ELTs had negative attitudes which impacted their teaching practices. However, all ELTs needed to enrich their knowledge about BL to improve their BL teaching practices.