This research investigated the experiences of ten (10) English teachers in the South Cotabato Division, Philippines, as they implemented blended learning and navigated the challenges associated with it. Using a qualitative research approach, the study aimed to gain insights into how educators adapted to a teaching model that integrates traditional classroom instruction with online learning components. Although blended learning presents opportunities for flexible and engaging education, it also poses significant obstacles, such as the need for digital competence, unequal student access to technology, and the difficulty of balancing online and offline teaching methods. Through in-depth interviews, the study uncovered major concerns, including insufficient training in digital pedagogy, unstable internet access, and the demanding task of developing effective and inclusive online materials. Despite these issues, the participants exhibited perseverance and adaptability, engaging in independent learning, maximizing the use of limited resources, and finding creative ways to keep students actively involved. Their efforts reflect a strong dedication to maintaining educational quality within a blended learning environment. The insights gained from this study can inform educational stakeholders and policymakers on how to better support teachers in blended learning contexts. It highlights the need for targeted training programs, improved access to digital tools, and comprehensive institutional support. Overall, the study contributes to strengthening English language education and fostering more inclusive, technology-enhanced learning environments.