Abstract
The study examined the perceptions and strategies adopted by teachers in using the IBOX learning platform for teaching. The researchers employed an exploratory qualitative research approach to know the learning experiences of teachers who use the IBOX in their teaching. The theories adopted in this study were the social learning and social constructivism theory. Fifteen teachers were purposively interviewed. The study concluded that teachers have a positive perception of the use of the IBOX blended learning platform. The study further revealed that through the use of the IBOX platform, students' performance in class has improved. The researchers recommended that the administrators of education should structure the curriculum to include blended learning at all levels of learning.