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The development and advancement of current technology demand changes in education in the implementation of 21st century teaching strategies. Blended modeproject-based learning is one student-centered learning approach that integrates "learn by doing" learning with the use of digital technology. However, this approach is still limited in the implementation among secondary school teachers in Malaysia. Thus, this study aims to identify the level of implementation of blended mode project-based learning among Clothing Design and Sewing teachers across Malaysia. This study employed a quantitative method through a survey research design. As a study sample, 32 teachers of the Vocational Subject of Clothing Design and Sewing were involved in this study. Descriptive analysis was conducted using SPSS Statistics for Mac Version 28.0 software to analyze percentage scores and frequencies. The Kruskal Wallis test analysis was conducted to identify the implementation of blended mode project-based learning among teachers based on their teaching experiences. The results of the analysis found that the level of implementation of project-based learning blended mode by teachers from the aspect of technological skills and pedagogical skills is at a medium-high level, while the aspect of teacher self-efficacy is at a medium-low level. Kruskal Wallis test analysis shows no significant difference between the level of project-based learning implementation of blended mode teachers based on teaching experience. This shows that professional support is needed so that this approach becomes a practice in line with the development of digital technology. Therefore, all relevant parties need to provide support and ensure that this student-centered learning approach becomes a teacher's practice for more effective implementation. [ABSTRACT FROM AUTHOR]