This study investigates the impact of blended learning on developing scientific thinking skills and self-efficacy among pre-service classroom teacher students. An experimental pretest-posttest design was employed to achieve the study's objectives. Two research instruments were developed: a scientific thinking skills test comprising 20 items and a self-efficacy scale of 23 items. The study sample included 31 female students enrolled in the bachelor's program for Classroom Teacher Education in the Physics and Earth Sciences course during the first semester of the academic year 2023-2024 at the World Islamic Sciences and Education University. The results revealed a statistically significant difference at the level of ([alpha] = 0.05) between the mean scores of the students in the pre-and posttests for both the scientific thinking skills test and the self-efficacy scale, favoring blended learning. Based on the findings, the study recommends adopting blended learning in teaching scientific courses to enhance students' scientific thinking skills and self-efficacy.