The research aimed to recognize direct and indirect effects between academic optimism, attitude towards blending learning, and achievement motivation, and also to identify the level of academic optimism and attitude towards blending learning among fourth year Faculty of Education – Zagazig University students, as well as to recognize the relationships between academic optimism, attitude towards blending learning, and achievement motivation. Research sample consisted of (546) male and female students in fourth year Faculty of Education Zagazig University. Academic optimism and Achievement motivation measures (prepared by the researchers) and Attitude towards blending learning measure (translated and arabitized by the researchers) were applied. By using averages, weighted averages, Pearson's correlation coefficient and structural equation model, results were: there is a high level of academic optimism, as well as a high level of attitude towards blending learning for students of the fourth year, Faculty of Education- Zagazig University, there is a statistically significant relationship between academic optimism and attitude towards blending learning, also there is a statistically significant relationship between academic optimism and achievement motivation, also there is a statistically significant relationship between attitude towards blending learning and achievement motivation, finally there is statistically significant positive direct and total effects of academic optimism on attitude towards blending learning, also there is statistically significant positive direct and total effects of academic optimism on achievement motivation.