This study examined the readiness, difficulties, and compliance of public secondary school teachers in implementing blended learning. It also determined whether significant differences existed when teachers were grouped according to age, sex, highest educational attainment, and length of service. The respondents represented diverse demographic and professional backgrounds, with younger teachers, females, bachelor’s degree holders, and those with shorter teaching experience slightly predominating. Findings revealed that teachers demonstrated a high level of readiness in time management, communication, availability of resources, and facilitated learning. Despite this readiness, they also experienced a high level of difficulties, particularly in managing instructional materials, maintaining communication with learners and parents, accessing appropriate resources, and providing adequate learner support. Nevertheless, teachers demonstrated a great extent of compliance with blended learning practices across the identified areas. Group comparisons showed that readiness, difficulties, and compliance were generally consistent across demographic and professional characteristics. Significant differences were observed in communication according to age and length of service, facilitated learning according to length of service, and selected areas of difficulties and compliance according to length of service. The findings suggest that teachers require sustained institutional support, needs-based professional development, mentoring, improved resource accessibility, strengthened communication systems, and learner-centered instructional support. A development plan is therefore recommended to enhance teachers’ readiness and address continuing challenges in blended learning implementation.