The purpose of this study was to investigate the effectiveness of Google Classroom-based instruction on skill acquisition and learning quality among seventh-grade female students in the Work and Technology course. This study employed a quasi-experimental design with a pretest-posttest control group. The statistical population included all seventh-grade female students in Mashhad during the 1401-1402 academic year, conducted during the transition back to in-person education following the COVID-19 pandemic. From this population, 60 students were selected through multistage cluster sampling and randomly assigned to two groups of 30. The experimental group received instruction through Google Classroom over 9 sessions of 90 minutes each, utilizing features such as assignment submission, instant feedback, multimedia materials, and virtual interaction, while the control group received traditional face-to-face instruction. Data collection instruments included researcher-made performance tests for measuring skill acquisition and a learning quality questionnaire (Rahmani Akhkand, 1389) with reliability of 0.84 (Cronbach's alpha), validated by experts. Data were analyzed using independent t-test and multivariate analysis of covariance (MANCOVA). Results showed that the experimental group performed significantly better in skill acquisition (F=74.043, p=0.000, η²=0.569) and learning quality (F=19.654, p=0.000, η²=0.260) compared to the control group. The calculated effect size indicated a strong impact of the educational intervention. These findings confirm that using Google Classroom can be an effective and efficient method for improving skill acquisition and enhancing students' learning quality.