Blended learning has emerged as one of the most transformative educational strategies in the 21st century, combining the strengths of traditional classroom instruction with the advantages of digital learning platforms. It integrates the human element of face-to-face teaching with the flexibility and personalization of online learning, creating a holistic and student-centered approach. In the field of Environmental Studies, which encompasses both natural and social sciences, blended learning proves particularly impactful as it connects theoretical understanding with practical applications. In Ahmedabad’s primary schools, the implementation of blended learning has shown encouraging outcomes in improving the teaching and learning of Environmental Studies. Teachers reported that this approach enhances flexibility, professional growth, student engagement, and environmental awareness. It also allows the integration of real-world examples, digital simulations, and collaborative projects, thereby fostering deeper understanding and responsibility towards environmental issues. Despite challenges such as inadequate infrastructure, limited teacher training, and unequal access to digital resources, the study establishes that blended learning holds significant promise. The present research explores teachers’ perceptions of blended learning, evaluates its impact on teaching-learning outcomes, and highlights its role in preparing students for a sustainable future. Findings demonstrate that blended learning not only improves academic achievement but also empowers educators to transform Environmental Studies into a dynamic, interdisciplinary, and meaningful subject for primary school children in Ahmedabad.