This chapter reports on a case study that examines the process of implementing an e-learning management system (ELMS) for learning science in secondary schools in Hong Kong. It describes the challenges, issues and problems associated with creating science content and then integrating it with both a diagnostic and an open-content marking tool. The study had two broad objectives: (1) to analyze and document the process of designing and implementing the ELMS and (2) to evaluate the overall impact of these practices. To achieve its purpose a team of instructional designers worked closely with content and technology experts to digitize science content for online delivery. The system facilitates timely and dynamic diagnosis of student weaknesses. It is argued that when teachers are actively involved in an implementation of a technology-rich environment, they begin to see the benefits of teaching science differently. Given the opportunity to use the online system, students also tend to take more responsibility for their own learning. Data from participants indicate that the ELMS provides added value to the teaching of science. Lessons learned from this case study should assist others who wish to implement similar systems in the future.