This study aimed to investigate the impact of blended learning on students' achievement and their motivation to learn limits and differentiation. To achieve the research goal, the researchers employed a quasi-experimental methodology. The study's population consisted of (65) male students from one of secondary school at the directorate of education in Bukayriyah governorate, divided into two groups of students who were assigned as the control group (32) and experimental group (33). The data were collected by two instruments, one to determine students' mathematical achievement and the other to explore their motivation to learn limits and differentiation. The validity and reliability of the instruments were verified by using scientific methods and procedures. The results showed that teaching limits and differentiation through a blended learning method has an effect on academic achievement and on the student's motivation to learn. The study concludes with suggestions and recommendations that support employing blended learning due to its positive effect on teaching mathematics