Translation constitutes a problem for many students worldwide and Arab students in particular due to the ineffective approaches to the teaching of translation. The current study aimed at measuring the effect of a proposed blended learning programme on developing Egyptian secondary students' translation skills from English into Arabic; and exploring students' perspectives on this proposed programme. Social constructivism informs this study as its theoretical framework. This study adopted a mixed-methods research design with quasi-experimental research design and semi-structured interviews. Participants were divided into experimental and control groups, with 20 students each. Results showed that the blended learning programme proved significantly more effective in developing the translation skills of the experimental group students. Moreover, students' perspectives on the benefits and challenges of using the blended learning programme were reported. Theoretical and pedagogical implications for the teaching of translation using blended learning are provided.