With the rapid expansion of broadband Internet connection and availability of high performance yet low priced computers, many countries around the world are advocating the adoption of e-learning, the use of computer technology to improve learning and teaching. The trend of e-learning has urged many teachers to incorporate online resources in their teaching, however, not much consideration is given to how the resources are selected and used to enhance pupil learning. This paper discusses the cases of three teachers designing and implementing science lessons of fourth to sixth grades with online resources. Teaching designs are analysed, interviews with teachers and pupils are conducted, and pupils' pre- and post-lesson tests are examined to gain understanding of how pupil science learning is related to the lesson design with online resources. The findings shows that pupil learning and the lesson design with online resources are closely related, in particular the resources selected, the tools used and the scaffolds adopted, suggesting the need to design e-learning environments according to the needs and level of the pupils to make the learning environment motivating and cognitively engaging for pupil learning with online resources. (Contains 5 tables and 4 figures.)