Abstract: This study investigated the integration and effectiveness of blended learning in Science, Technology, Engineering, Arts and Mathematics (STEAM) Education among senior secondary schools in the Federal Capital Territory (FCT), Nigeria. Blended learning, which integrates traditional face-to-face instruction with digital technologies, is increasingly recognized as a strategy to enhance teaching and learning outcomes. The study examined teachers’ and students’ perceptions of blended learning, the extent of technology integration in classrooms by teachers, challenges faced during implementation, and the impact of blended learning on students’ engagement and academic performance. A descriptive survey design was adopted, and data were collected using structured questionnaires on four-point and five-point scales administered to a sample of senior secondary school teachers and students in two (2) selected schools in FCT. The selected schools are in Gwagwalada and Abuja Municipal Area Councils. Three hundred and ninety-five (395) students and 39 teachers were sampled for the study. The findings revealed a moderate level of blended learning integration by teachers in their teaching practices. While both teachers and students agree that blended learning is effective in teaching and learning, challenges such as teacher gender imbalance in favour of female teachers, limited number of science-related teachers, limited time to prepare digital content, technical issues disrupting blended learning sessions and limited digital devices for students. The study concluded that for blended learning to be fully effective in FCT senior secondary schools, there must be strategic investment in technological infrastructure, continuous professional development for teachers, and policy support. Some recommendations, among others, were made such as the government should address teacher gender imbalance by launching targeted recruitment drives to attract male STEAM educators and promote gender-neutral hiring policies to ensure balanced representation; Government should rebalance STEAM subject expertise by sponsoring teacher training programmes in engineering, technology and mathematics; Stakeholders should provide teachers with curated digital repositories to reduce preparation burden on the teachers.