Abstract: This descriptive study examined the level of Difficulties of Teachers in the Implementation of Blended Learning Modality, in a district, in a medium sized Division in Central Luzon as basis for an Intervention Plan during the School Year 2021-2022. It made use of a reliable self-made questionnaire to collect data from 175 elementary school teachers. The results showed that most teachers were younger and married. Most teachers are older, with higher educational attainment, has a shorter of years in teaching. Teachers registered a moderate level of difficulties in the implementation of the blended learning modality when grouped according to preparation of modules, reinforcement on content delivery, and the interaction with learning facilitators. Teachers obtained a high level of difficulties in the implementation of the blended learning modality in the areas of preparation of modules, reinforcement on content delivery, and the interaction with learning facilitators and when grouped according to age, length of service and highest educational attainment. No significant difference exists in the level difficulties in the implementation of the blended learning modality in the areas of preparation of modules, reinforcement on content delivery, and the interaction with learning facilitators and when grouped according to age, length of service and highest educational attainment. Keywords: Teachers difficulties, blended learning modality, preparation of modules, reinforcement on content delivery, interaction with learning facilitators.