Low learners achievement in Cameroon secondary schools poses a significant challenge to the country's education system, prompting investigations into innovative instructional strategies. This study argues that blended learning, despite its potential, may not significantly enhance learner’s achievement in Cameroon secondary schools due to contextual factors. The purpose of this study was to investigate the effectiveness of blended learning on learner’s achievement in Cameroon secondary schools in the Centre Region. A quantitative research approach was employed, using a survey design to collect data from a sample of secondary school learners. Multiple linear regression analysis was conducted to examine the relationships between blended learning, teacher experience, teacher support, learner’s characteristics, and learner’s achievement. The study found no significant relationship between blended learning and learner’s achievement. Teacher experience, teacher support, and learners’ characteristics also did not significantly influence learners’ achievement. The results suggest that contextual factors unique to Cameroon secondary schools may hinder the effectiveness of blended learning.