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Students in schools should acquire media literacy, and the development of new media can promote self-directed learning and so enhance the quality of the learning process. It has been assumed that teachers lack sufficient media literacy. Therefore, we developed a new chemistry teacher in-service training based on blended-learning. These courses should familiarize teachers with the application of new media and acquaint them with their students’ world, the world of the so-called “digital natives”. Three studies were performed to explore its acceptability, suitability and effectiveness. Participants’ ratings on self-report measures of self-rated skills and perceived competence improved significantly after the training. Participants had more favorable attitudes towards the use of electronic media than subjects from a control group. Among participants the attitudinal measure “perceived competence” predicted the use of blended-learning at 6-month follow up. It is concluded that attitudes play an important role for promoting teachers’ media literacy and their intention to apply new media in teaching. In addition to training programs focusing on skills and knowledge, future interventions should target on teachers attitudes.