The present study aimed to investigate the effect of using a blended learning instructional strategy on the degree of acquisition of geography skills by eleventh-level students during the first semester of the 2021/2022 academic year. The study sample consisted of 65 eleventh grade students divided into two groups, an experimental group and a control group. For the purpose of this study, a six-week teaching program was designed to cover the main task and geography objective. Both groups completed a pre-test and post-test, which were analyzed statistically using the Statistical Package for the Social Sciences (SPSS) program. The result revealed the superiority of blended learning in terms of the high degree of learners' acquisition of geography skills in favor of the experimental group. In addition, the effect size of using blended learning was large. Furthermore, the findings showed that there were statistically significant differences between the mean post-test scores of the two groups in geography facts, concepts, and skills in favor of the experimental group. The study concludes with recommendations related to employing blended learning in geography teaching to increase student achievement.