Malaysian teachers are constantly challenged with many new technologies that are believed to enable them to perform their job better. In 2013, they have been given access to an online learning space known as the FROG VLE. However, initial evidence has shown poor adoption of the e-learning. As schools are becoming increasingly disconnected from society, teachers withdrawing into their old familiar landscapes of teaching and learning can no longer be accepted. Being the implementers in the classrooms, their perceptions of any innovation are important if the innovation is to be implemented. Measures to improve the present condition in order to sustain and increase e-learning uptake can only be enforced if we know the situations and conditions teachers encounter. A qualitative approach was used to identify the views and experiences of 60 secondary school teachers regarding implementation of FROG VLE in three secondary schools in Malaysia. This is to obtain a more nuanced explanation for teacher perceptions toward e-learning. Data were collected using an open-ended questionnaire. The results highlight the benefits as perceived by the teachers, the main barriers they faced and suggestions for improving implementation. Implications for teacher preparation, staff development efforts and education reform are proposed.