Due to teacher shortages in Ha Giang Province, elementary schools have turned to online learning as a temporary solution. However, this shift presents challenges for schools, teachers, and especially students. Therefore, the study employed a qualitative approach with a descriptive and explanatory design to examine student engagement and online learning challenges of third graders in Ha Giang. Data collection involves interviews with 25 pupils, 2 online English teachers, and 4 homeroom teachers, along with classroom observations at two primary schools. The findings reveal two key aspects, including student engagement levels and the challenges faced by students which contributes to our understanding of online learning in remote areas, highlighting the need to address engagement and overcome challenges to ensure effective online education for rural students.