The purpose of this study was to design, develop, and evaluate the effects of applying situated learning in a netiquette education website on elementary school students. The subjects were 94 fourth graders who were divided into the experimental group, with 50 students, and control group, with 44 students. The experimental group used the netiquette education website with situated learning, while the control group used the netiquette education website without situated learning. Some important conclusions were found after the experiment. First, the knowledge and attitude scores for netiquette of the experimental group were significantly higher than the control group. Secondly, students in the experimental group have some misunderstanding on the issues of intellectual property rights. Thirdly, students in the experimental group have positive attitude toward the interface design, learning strategy, and learning content of the netiquette education website.