This study investigated the effect of a blended learning approach on students' learning engagement at Jimma College of Teachers' Education. The study employed a non-equivalent group pre-post quasi-experimental design. Data collection involved a self-report questionnaire encompassing both groups' pre- and post-treatment phases. The researcher used simple random sampling to select one control group and one experimental group from six second-year classes, resulting in 62 participants. Descriptive and inferential statistics were used, including an independent sample t-test employed to compare means of control and experimental groups, while paired t-tests assessed differences between pre-test and post-test scores. Based on post-test mean scores, the blended learning approach significantly improved students' learning engagement levels. These results suggest that blended learning effectively improves student learning engagement, positioning it as an alternative to conventional learning methods that can increase student involvement. The implications of the blended learning approach for students learning engagement in teacher colleges are substantial, indicating that the combination of online and in-person learning can enrich educational experiences.