The study described in this paper investigated the use of "The Le@rning Federation's" learning objects by students in primary school education. The study focused on how students engaged with and responded to the learning objects and how the objects supported student learning. A collective case study design allowed the researchers to investigate how students from two different classrooms within the site school were using and responding to learning objects. Data in the form of classroom observations, student work and student focus group interviews were collected in order to learn about students' experiences and perspectives. The data revealed that in general the learning objects impacted positively on students. Students exhibited high levels of engagement and motivation in their learning, although expressed negativity towards some design aspects that restricted the intended learning outcomes. The study's major findings highlight the significant role of the teacher in scaffolding and integrating learning objects in order to best support student learning outcomes, reinforcing the notion of learning objects being only part of the whole learning experience.