This study examined the effectiveness of blended learning models in professional skill development within vocational training institutions in Uganda. Employing a mixed-methods approach, the research utilized a quasi- experimental pre-test/post-test design with 240 participants equally divided between experimental and control groups across three vocational institutions in Uganda's Central Region. The study evaluated how blended learning, which integrated online and face-to-face instructional methods, impacted learners' professional skill development and engagement levels. Results demonstrated that participants in the experimental group achieved significantly higher post-test skill scores (78.5 ± 8.2) compared to the control group (65.2 ± 9.5), with p<.001. Multivariate regression analysis revealed that blended learning was a strong predictor of skill development (B=12.8, p<.001), explaining 72% of variance in post-test scores when controlling for other variables. Internet access and prior skill level also emerged as significant predictors of learning outcomes. Qualitative findings from interviews and focus groups complemented these results, highlighting the importance of instructor training, technological infrastructure, and learner support systems. The study identified several implementation challenges, including the digital divide, varying digital literacy levels, and sustainability concerns. Based on these findings, the researchers developed a framework for sustainable integration of blended learning in Ugandan vocational training contexts that emphasized strategic infrastructure investment, comprehensive instructor training, and ongoing evaluation mechanisms. The study concluded that well-designed blended learning programs significantly enhanced professional skill development in Ugandan vocational training institutions and recommended prioritizing instructor training, tailoring blended learning approaches to local contexts, and establishing robust learner support systems to maximize effectiveness. These findings contributed valuable insights for improving vocational training delivery in resource-constrained environments and