Education within the comprehensive 2030 Agenda is essentially articulated as a standalone Sustainable Development Goal（SDG 4）which aims at ensuring inclusive,quality education and lifelong learning opportunities for all.The standard of any educational system largely depends on the quality of the teaching workforce in terms of academic and professional qualifications,experience as well as their competency rate and level of commitment.“Education is central to the realisation of the 2030 Agenda for Sustainable Development”.Thus this research work looks at The Impact of Distance Education Program for In-service Teacher development through Blended Learning in Sierra Leone.It is structured in five chapters.Objectives of the study includes: To explore the current situation of in-service teacher development through blended learning in Sierra Leone;To find out the effects of in-service teacher development program;To explore the problems and possible solutions to in-service teacher development.The objectives posed questions such as:What is the current situation of in-service teacher development in Sierra Leone? What are the effects of in-service teacher development? What are the problems and possible solutions to in-service teachers’ development in Sierra Leone?.The first chapter of the dissertation accounts for: the background of the research,statement of the problem,aim and objectives,research question,significance of the study,limitations and scope of the survey and the definition of terms with the hope of surveying the usefulness of Distance Education Program for In-Service Teacher’s Development in Sierra Leone.The second chapter is a review of past works on the research topic,using mostly online materials including books,peer review journals and reports of academic institutions and government in relation to education from different search engines and so many other credible sources.Chapter three of the thesis account for the methodology used to collect primary data and justification of the method.The researcher used questionnaires to collect data from three set of respondents including 140 in-service trainees,20 school Heads,and four representatives of tertiary institutions.In totality,the sampling population for the research survey is 164.From the data presentation in chapter four,it was clear that digital technology is not a familiar device for teachers in the execution of their profession and though distance education program is provided by the available tertiary institutions,blended learning is not common for in-service teacher’s training.It was also noticed that knowledge on basic computer is a challenge for the teaching profession in Sierra Leone and the provision of distance education through blended learning for teachers is been disturbed by the unavailability of sufficient funding.From an analysis of the data collected,recommendation where forwarded by the researcher including: the supply of digital technology（at least hand held devices）to all teachers to enable them become friendly with the internet to search for updates on their designated subjects,the provision of subsidies to tertiary institutions for the implementation of distance education programs through blended learning,the establishment of computer training centers in various regions for teachers.Distance education through blended learning for in-service teachers is expected to yield a good fruit if actually managed properly.Thus,the researcher has committed efforts towards the completion of this work as it is considered needful for the nation.