This research investigated how collaborative e-learning strategies affected the understanding of DNA Replication among the 9th-grade Biology CC class. The study involved 24 diverse students (ages 15-17), including regular education students, English Language Learners (ELLs), and students with IEPs selected through proportional stratified random sampling. Using a mixed-methods approach, the research measured learning outcomes through pre- and post-tests and gathered data on student learning experience through an end-of-lesson survey. Students engaged with digital tools for collaborative learning activities, including Quizizz, Canvas, DNA simulator, and Canva Whiteboard. Data analysis combined the Wilcoxon Signed-Rank Test for quantitative data and thematic analysis for qualitative responses. Results showed a substantial improvement in student performance, with mean scores increasing from 50% to 91%. While students reported high engagement and satisfaction with collaborative learning, time management and appropriate spacing of learning activities emerged as key challenges. Future research would benefit from implementing a control group and extending the timeline to accommodate all students and IEP requirements better.