The objectives of the research are: (1) to describe the implementation of Schoology in teaching vocabulary, and (2) to find the strengths and weaknesses of using Schoology in teaching vocabulary. The research was conducted at a Junior High School in Karanganyar Regency from May 2022 to September 2022. It is qualitative research in the form of a descriptive case study. The subject of the research is the 8th-grade students of an English Class class who had been taught by a teacher. The data of this thesis were taken from several techniques including observing the events, interviewing the respondents, and giving a questionnaire to the students. The techniques for analyzing the data were collecting the data, reducing the data, displaying the data, and drawing a conclusion. Based on the findings of this study, it can be said that Schoology-based online instruction has been applied in an eighth-grade English class, improving the flexibility and efficiency of the teaching and learning of English vocabulary. Additionally, Schoology's capabilities aid in improving the effectiveness of the teaching-learning process. The use of Schoology for online learning also provides advantages for encouraging students to study English vocabulary more diligently, and Schoology's adaptability enables students to learn English wherever they are and at any time. However, Schoology users report that they get bored more quickly since the internet connection is occasionally unreliable, which can interfere with posting and accessing resources. In addition, Schoology's verification process is challenging from the instructor's perspective, which will cause a delay in the teaching and learning process. The researcher makes some recommendations to the teachers and other academics after the study. The implementation of Schoology appears to have many beneficial benefits for students and teachers in the framework of the teaching-learning process, according to the research findings. It may serve as helpful feedback and motivation for English teachers to be more imaginative when creating learning activities that use online learning media as a tool to conduct the teaching-learning process. It also offers reflective advice for English teachers in schools, particularly for those who favor employing conventional learning to gauge their students' language proficiency.