In the contemporary educational milieu, blended learning (BL) has emerged as a pivotal modality, especially amidst the global shift towards digitalization. This research aimed to scrutinize the acceptance levels and influential factors of BL among administrators, teachers, and students within Thai primary education, employing the Technology Acceptance Model (TAM) as a theoretical framework. Through a methodological lens involving quantitative data collection and analysis, the study unveiled a significant divergence in BL acceptance levels across the participant groups, with administrators and teachers showcasing higher acceptance compared to students. Notably, perceived enjoyment emerged as a crucial factor influencing BL acceptance across all groups, aligning with extant literature. The findings underscore the necessity to enhance BL acceptance among students, potentially through strategies that amplify perceived usefulness and enjoyment. The study contributes to the burgeoning literature on BL, providing insights that could inform the development and implementation of BL strategies in primary education, particularly in contexts similar to Thailand. Future research avenues include exploring additional variables influencing BL acceptance and devising targeted interventions to enhance student acceptance and engagement with BL.