This study aimed at investigating the impact of e-learning on achievement of the students in a grade 11 in economic geography course in the Sultanate of Oman. To answer the questions of the study, the researcher prepared an achievement test on the content of unit 4 of the economic geography course for grade 11. The test was validated by submitting it to a five jury members and reliability was established by administering it to (30) students who were not included in the sample using Alpha Cronbach whose value was (0.70). In addition, one unite from the economic geography course was prepared according to the principles of e-learning and it was submitted to four jury members to check its reliability The study consisted of (70) students in grade 11 in Muscat. The participants were divided into two equal groups with (35) students in each: the experimental group which studied by e-learning and the control group which studied by traditional method. A pre- and post achievement test were administered to each group The main findings of the study are: 1- Statistically significant differences appeared at the level of (a =0.005) between the experimental group and the control group in the achievement test in favour of the experimental group. This was attributed to the teaching method using the e-learning. 2- Statistically significant differences appeared at the level of (a =0.005) between the experimental group and the control group in the three levels of the test in favour of the experimental group in all levels. The researcher recommended that it is recommended to employ e learning in teaching social studies as it effectively influences students' achievement. In addition, the social studies curriculum offers a wider opportunity to use e-learning and at its various forms.