Blended learning is one of the modalities used to enhance students' learning experiences in the 21st century. South African educators who migrate to countries overseas have mixed feelings about their teaching using technology in schools. This chapter presents findings on implementation of blended learning in mathematics classrooms from the perspectives of two South African educators working in an international school in Saudi Arabia. The study was done using a qualitative case study within an interpretivist paradigm and it was guided by the technology acceptance model. Two South African educators teaching at an international school in Saudi Arabia were purposively selected to participate in the study. Data was collected using semi-structured interviews and document analysis. A significant contribution of the study was the development of a model which shows that perspectives of the educators on blended learning hinges on two entities: technology acceptance and educators' self-efficacy.