This study aims to identify the effectiveness of e-project-based learning (e-PBL) in improving the academic achievement and learning motivation of female students of special education. A card for evaluating e-projects, an achievement test, a motivation measure, and a measure of attitudes toward e-PBL were administered to a sample of all 38 students studying Psychology and Special Education at Al-Balqa' Applied University, Jordan. The present study implemented the quasi-experimental approach. The results showed that there were statistically significant differences in the mean scores of the female students and their academic achievement due to e-PBL. Similarly, there were statistically significant differences in the means of the responses of the female students in enhancing female students' motivation and attitudes attributed to e-PBL. Moreover, there were differences in the means of the responses of the female students in identifying the obstacles that face the application of e-PBL.