There is a gap in best practices to teach "hands-on" skills in a blended environment in the physical therapy literature. The purpose of this study was to explore faculty perceptions. A mixed methodology gathered information from faculty who taught or published in blended learning. Data analysis included descriptive statistics and the coding of narrative responses. The findings generated a list of the benefits and challenges and recommendations for educators, which support student onboarding, faculty training, and institutional provisions. Additional research may help faculty make informed decisions based on evidence, feasibility, and availability of technologies.