This qualitative ethnographic study investigates the effectiveness of Teacher Professional Development (TPD) programs for blended learning in the context of Jordanian English language teachers. Drawing on semi-structured interviews with 42 educators, the study explores how TPD programs influence pedagogical practices and technological integration, as well as the challenges teachers face in adopting blended learning. Reflexive thematic analysis revealed four key themes: the digital divide among teachers, a disconnect between theoretical instruction and practical application, insufficient post-training support, and limited evaluation mechanisms. Teachers' perceptions varied significantly depending on their prior digital competencies and the structure of the programs. While some programs were viewed as effective—particularly those offering hands-on and project-based learning—others were critiqued for lacking clarity, alignment with pedagogical goals, and sustained follow-up. The study underscores the need for differentiated, inclusive, and contextually responsive TPD programs that align with teachers’ professional realities. Findings offer practical implications for policy, training design, and the future scalability of blended learning strategies.
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