Amidst the threat of the COVID-19 pandemic in the Philippines, educators, students, and schools are still coping and adjusting to distance learning education. This study investigated the level of instructional readiness and stress of SPED on using a blended learning approach during the pandemic in one of the elementary schools in Davao City, Philippines. A quantitative approach based on the survey method using a descriptive-correlation research design was used to collect data from 30 SPED teachers. An adapted questionnaire was modified to collect the relevant data for this study. The data-gathering procedure was done through Google Forms, which were sent to the teachers via email. Mean, standard deviation, and Pearson product-moment correlation were used to determine the instructional readiness and stress level of SPED teachers. Results indicated that the teachers’ instructional readiness was moderate, while the level of teachers’ stress was high. The study also found a significant relationship between teachers’ instructional readiness and stress levels. It could be concluded that SPED teachers exhibit insufficient technological readiness due to the rapid shift to new educational systems during the pandemic, resulting in difficulties in acquiring basic ICT skills and increased stress levels. The lack of preparation and adaptation to the new environment has led to heightened workloads, affecting their perceived effectiveness in educating pupils. To address the gaps, it is essential for school administrators to prioritize and implement strategic interventions. Teachers must be proactive in doing their roles. Students and parents must actively participate in the transition to blended learning. Implications for the post-pandemic period are presented.