This research aims to explore the implementation of the blended learning model and describe the teacher’s perceptions of the constraints and positive impacts of applied learning. This research method uses a descriptive quantitative approach. A total of 41 respondents of mechanical engineering vocational teachers followed the filling of the instruments. Data were collected using a questionnaire in the form of respondent data, learning models used by vocational teachers and perceptions of vocational teachers. The findings of data explanatory research that are different from the implementation of the learning carried out are: (1) online theory learning without practice tends to use the Cooperative Learning of 14.63% and Problem Based Learning of 12.20%, (2) online theory learning with online practice, tends to use the Project Based Learning of 12.20%, (3) Online theory learning with offline practice, tends to use the Project Based Learning of 14.63%, and (4) learning with offline practice tends to choose inquiry learning and Project Based Learning of 2.44%. The main constraints that serve teachers are internet access and limited network availability, the positive impact on the general is the use of ICT. An important finding in this study is that vocational teachers must be able to organize learning evenly.