The integration of blended learning and flipped classrooms has gained increasing attention as a means to enhance both teacher competency and student achievement in educational settings. This study examines the combined effects of these instructional models using a quasi-experimental design with pre- and post-tests. A total of 55 Language school teachers and their students were divided into three groups: blended learning, flipped classroom, and control. The research employed teacher competency assessments, student achievement tests, classroom observations, and student surveys, analyzed through ANCOVA and thematic analysis. Findings indicate that both blended learning and flipped classrooms significantly improve teacher competency and student achievement, with blended learning yielding slightly higher gains. Teachers in the experimental groups demonstrated increased technological proficiency, differentiated instruction, and enhanced student-centered learning approaches. Students reported higher engagement, motivation, and academic performance, particularly in collaborative and interactive learning environments. However, challenges such as time constraints, technological limitations, and disparities in resource access emerged as potential barriers to successful implementation. The study underscores the need for professional development, equitable technology access, and institutional support to optimize these instructional models. Ultimately, the findings highlight the transformative potential of blended and flipped learning in creating dynamic, inclusive, and personalized educational experiences, with significant implications for teacher training, curriculum design, and education policy. Future research should explore the long-term sustainability of these models and their impact on diverse student populations.