The aim of this study was to investigate the effectiveness of virtual education on problem solving skills of sixth grade elementary school students. The research was conducted by quasi-experimental method with pretest-posttest design with a control group. The statistical population of the study included the sixth year elementary school students in Tehran in the academic year 2020-2021. From this statistical population, 30 students were selected by multi-stage random sampling method and randomly assigned to two experimental and control groups (15 people in each group). The experimental group underwent virtual training. Research data were collected using a Problem Solving Questionnaire (PSI) in two stages of pre-test and post-test. To analyze the data, statistical methods of analysis of covariance were used. The results of data analysis showed that there was a significant difference between experimental and control groups in terms of problem solving skills in the post-test stage (0/05). Therefore, e-learning as an effective intervention method in developing problem-solving skills for students can be used by educators and educators.