One of the most important challenges for educational research in recent years has been to know how ICT and the teaching strategies used by teachers impact on students' meaningful learning, because although there are constant pedagogical actions that allow combining ICT with traditional training, educational modality called blended learning, there are still no concrete results to demonstrate the success that these types of actions have. The aim is to recognize the perception that students have of the significant learning they achieve and the teaching strategies used by their teachers in this type of modality. To achieve this aim, the Significant Learning Perception Scale in Blended Learning (S.L.P.S.B.L.) was designed and validated, which showed adequate psychometric properties, which allows it to be considered as valid and reliable. The sample was integrated by 110 students of the career of law of a public institution. The results show that participants have the perception that their level of meaningful learning combined with the teaching strategies used by their teachers reach average levels, there being significant differences according to their age, which suggests placing greater emphasis on the type of strategies used in the blended learning.