Blended learning, combining traditional face-to-face instruction with online learning components, has emerged as a promising approach to education. This research aims to investigate the motivation, satisfaction, and perception of higher secondary level students in blended learning environments. Through a mixed-methods approach involving surveys and interviews, data were collected from a sample of higher secondary students. The findings suggest that students generally exhibit positive motivation and satisfaction levels in blended learning settings, influenced by factors such as instructional design, technological accessibility, and teacher support. Additionally, students perceive blended learning as beneficial for their learning experience, providing flexibility, interactivity, and opportunities for self-directed learning. These insights contribute to our understanding of the effectiveness of blended learning and inform recommendations for optimizing its implementation in higher secondary education.