The integration of e-learning with traditional learning methods enhanced the practical skills of students in scientific subjects like biology, while the perception of teachers' is decisive and become a challenge if they have poor experience in using e-learning or low intention to use it in biology classrooms. The aim of this study is to identify teachers' perspectives on the usage of e-learning and its challenges in developing biology practical skills among Grade-12 students in the United Arab Emirates (UAE). The study employed a quantitative research design, and questionnaire was utilized for collecting data. The study sample consisted of 226 biology teachers distributed over seven educational districts in government secondary schools in the UAE selected by stratified random sampling method. Descriptive statistics, Pearson Correlation coefficient and the simple linear regression analysis were employed to deduct the results and approving the study hypothesises. The results revealed that e-learning usage and biology practical skills acquisition are correlated to each other in a significant relationship (r = 0.759, ρ = 0.000) as well as e-learning challenges has a significant effect on biology practical skills acquisition for Grade-12 students (r= 0.591, ρ = 0.000), while e-learning challenges has a direct impact on e-learning usage in applying biology practical skills for Grade-12students in UAE schools (r = 0.631, ρ = 0.000). These findings contribute to the existing literature on e-learning implementation and provide valuable insights for educational policymakers, curriculum developers, and teachers seeking to enhance biology practical skills instruction using e-learning platforms.