The goal of this research is to present the effects of virtual learning environments, specifically designed according to the problem-based learning approach (PBL) for 7th-grade students' science lessons. The effects of these specific environments on students' academic success, problem-solving skills and motivations were carefully analyzed and interpreted. In this context, mixed-method, combining qualitative and quantitative methods, was adopted. The pre-test-post-test control group designs were used in the quantitative dimension of the study and the focus group interview was conducted with the experimental group students to support the quantitative findings. The study group of the research involved 68 students in 7th grade in a secondary school. At the end of the research, on the basis of the quantitative data analysis it can be said that: According to the last-tests of the experimental and control groups, the virtual learning environment designed on the basis of the problem-based learning approach was more efficient on increasing the academic success and problem-solving skills of the experimental group students when compared to the control group students. However, findings of the motivation survey indicate that motivations of the experimental and control groups didn't significantly differentiate. According to the quantitative results of the research, experimental group students delivered positive opinions especially about making lessons more fun and relating to real-life, which are the parts of the virtual learning environment designed according to the problem-based learning approach. It was observed that, in terms of the activities, students had positive opinions mostly about giving the chance to discuss opinions and make interpretations. In addition to this, it was seen that the students believed that their problem-solving skills had developed thanks to the activities. Regarding the topic of conducting group studies while using virtual learning methods, students stated that they had positive opinions as these studies gave them the opportunity to exchange ideas. However, they were disturbed by the fact that there were too many irrelevant interpretations during the process.