This paper reports on work undertaken within phase 2 of a research study concerned with the use of online problem-based learning (PBL) resources with teachers studying for a specialist qualification through distance education. The principal aim of this phase was to explore how pilot online PBL resources could be effectively embedded within two modules of a restructured programme of study in visual impairment. Following participation in the online components, participants completed a questionnaire designed to collect information on various aspects of their engagement in the activities. The findings presented in this paper relate to the format and design of the online PBL case scenarios, and, in particular, to the role of these in helping to develop participants' self-reported knowledge and understanding in relation to the module learning outcomes. Findings suggest that these resources can be used to develop knowledge and understanding in relation to selected module learning outcomes, and through further research could have an important role to play in the future professional development of practitioners supporting children with special needs. (Contains 6 figures and 4 tables.)