The demand for blended learning is increasing in Saudi educational institutions, notably universities. Blended learning incorporates online and traditional face-to-face components to maximize teaching and learning best practices in synchronous and asynchronous learning contexts. Furthermore, there is a lack of studies on the attitudes, benefits, and challenges of implementing blended learning, even though it's been an emerging paradigm for decades. This study provides a picture of EFL teachers' attitudes towards Blended Learning (BL) at University of Jeddah, Khulais branch. The study also sought to determine if teachers' attitudes toward blended learning were related to gender and teaching experiences. It explored if instructors encounter supports and challenges as they implement blended approaches. The research instrument used by the researcher to collect quantitative data from a sample of 19 EFL teachers was a questionnaire to measure EFL teachers' attitudes towards it. Analyses for the research data used Statistical Package for Social Scientists (SPSS 26). The findings of the attitude questionnaire indicated teachers' satisfaction and positive attitudes towards BL, and they had never faced challenges. Also, the findings showed no significant differences among the teachers' gender and teaching experiences on their attitudes toward blended learning (BL). In the light of the results, some recommendations were suggested.
