AbstractThe development of Massive Open Online Courses (MOOCs) is one of the most significant in online learning over the past few years. Initially the development and field of application of MOOCs was mainly at university level. What happens, however, if a physics teacher incorporates a specific online course to base and organise lessons around? Is this medium at all appropriate as a way of enhancing teaching at a school level?These and similar questions were put to the test within two classes (5th and 9th grade) of a grammar school using "Mechanics in Everyday Life”. This specific MOOC was developed by Christina Grandits within the framework of her degree thesis. With its focus on basic mechanics, the choice of this MOOC was particularly pertinent to the school curriculum. (Grandits, 2015) In autumn 2014 two classes began implementing the MOOC on the Austrian platform iMooX. The use of the MOOC was monitored by means of class observations, teacher and student questionnaires and the evaluation of access data.All these methods of investigation showed that the most important factor, for the successful use of a MOOC at school level, is the teacher. Only when the teacher attaches great importance to the MOOC within classes, and also provides sufficient time for use during lessons, is the students autonomous use of the course to be found; a higher level of accomplishment can also be achieved. Furthermore, it is clear that MOOCs are a great opportunity, especially for motivated and gifted students, to increase their understanding.A well-chosen and meaningful MOOC, though it may not reach and inspire all pupils, can enhance teaching and complement the teachers' palette.