The aim of this paper was to explore how teaching and learning of physical sciences using rural blended learning strategy (RBLS) in rural schools occurred. A qualitative case study design was used to collect data from a from a rural school. Hence, it was a purposeful sampling strategy with one physical science teacher and his 45 learners. Data was collected through classroom observation, semi-structured, and focus group interviews. The study found that issues such as digital divide, poor training of teacher, incorrect teaching approaches, workloads, poor parental involvement remain challenges in rural areas, even though the teacher experienced effective institutional support and exposure to e-learning. As such, we noted his ability to create Google Classroom (GC) and WhatsApp platforms and their effective use, even though the same could not be said about the use of video conferencing (VC) platforms. Issues like workload were cited as the barriers to the implementation of RBLS. The teacher also carried on with teacher centered methods, which were not effective not only for the learning of science but also for the implementation of blended learning. Therefore, the teacher failed to flip the classroom. Learners on the other hand found RBLS to be inducing their self-directed learning and motivation. We recommend that more prolonged training on the use of RBLS should be provided, not only to teacher but also to the learners. Department of basic education should engage network providers on the provision of zero-rated data for educational applications such as GC and VC platforms while school governing bodies provide institutional support to both learners and teacher.