This study investigated the effect of blended learning on students' academic performance and retention in French in Rivers State, Nigeria. Blended learning, which combines traditional face-to-face instruction with online components, has gained increasing attention as a pedagogical approach that enhances students' engagement and learning outcomes. However, this work is focused on the A-la-carte model of Blended Learning Approach because limited research works have been done specifically on this model within the Nigerian educational context. This study has two objectives. Two research questions were answered and two hypotheses were tested at 0.05 level of significance. The study employed a quasi-experimental research design. The population of the study consisted of 2,230 Junior Secondary School Two Students in Private Schools in Obio Akpor Local Government Area in Rivers State. A sample of fifty-two JSS 2 students in Rivers State participated in the study. Purposive sampling technique was adopted. The instruments for data collection were a performance test titled French Grammar Performance Test and the French Grammar Retention Test which consisted of 30 items. The instruments were validated by three experts. The reliability of the instrument was determined using Kuder Richardson formular which yielded coefficients of 0.85 and 0.92. The findings revealed that students who participated in the A-La-Carte model of blended learning approach demonstrated significantly higher academic performance and retention in French compared to those taught with the Teacher Centred approach.