As hybrid learning continues to gain momentum globally, understanding how it is perceived by educators is essential for its effective integration into general education. This study investigates the perceptions of junior high school English teachers in northern Vietnam regarding the benefits, challenges, and institutional support associated with hybrid learning. A total of 384 teachers from diverse school types (public and private), geographic locations (urban, suburban, and rural), and age groups participated in a structured survey. Data were analyzed using SPSS, employing reliability checks and inferential statistics, including ANOVA and t-tests. Findings indicate that teachers generally perceive hybrid learning as beneficial for promoting personalized instruction, student autonomy, and enhanced access to digital resources. Significant differences were observed across age groups. Also, urban teachers and those aged 55 and above identified greater implementation challenges, often related to complexity and technological adaptation and students’ readiness. Additionally, public school teachers reported significantly higher levels of institutional support compared to their private school counterparts. The study highlights the need for differentiated professional development, targeted policy support, and equitable infrastructure to ensure the effective implementation of hybrid learning. It calls for the formal incorporation of hybrid learning models into Vietnam’s national curriculum to align with global pedagogical shifts in the post-pandemic context.