This study intends to evaluate the effectiveness of blended learning in a teacher education program and any impacts it might have on the academic performance and self-efficacy of pre-service teachers. Eighty pre-service teachers (40 males and 40 females) aged 20-30 years old were selected through convenience sampling from a senior teacher education program, and the research employed a mixed methods approach using a quantitative pretest-posttest design, and rich, qualitative data drawn from reflective journals and focus group discussions. The data collection instruments consisted of a blended learning efficacy survey and self-reports of academic performance. Quantitative data were analyzed and reported in terms of repeated measures ANOVA analysis, which found significant changes in both participants’ academic performance and self-efficacy report after workers participated in a blended learning implementation. Qualitative data were analyzed thematically, from which findings revealed the perceived benefits of blended learning from participants including flexibility, increased access to resources available for learning, social opportunities for collaboration, and the perceived challenges for teachers in time management and navigating digital platforms. Based on these findings, it was concluded that a blended learning intervention can be a potentially viable option to develop pre-service teachers, both in academic and digital literacy terms. The study recommends including blended learning options within teacher education curricula, while also recognizing the need for incorporated support from faculty, and learner development and reflectivity.