The purpose of this qualitative descriptive study was to explore how teachers in a K-12 grade classroom setting describe their learning management system (LMS) training for performance expectancy, effort expectancy, social influence, and facilitating conditions in an online classroom environment in schools across Arizona. The theoretical framework used for this study was Venkatesh et al.'s unified theory of acceptance and use of technology (UTAUT) that established the research questions which framed this study. There were 36 K-12 educators across Arizona with prior LMS training and experience using LMS to participate in the study. The participants answered questions related to each of the four research questions: How do teachers in online learning describe the influence of learning management system (LMS) training on (1) performance expectancy, (2) effort expectancy, (3) social influence, and (4) facilitating conditions in the online classroom environment? Data collection included an initial survey sent out, semi-structured interviews, and a focus group. The findings of this study revealed 8 unique themes that contributed to each research question on understanding teachers experiences with LMS training and their application of LMS in a classroom environment. Recommendations for future research explore how stakeholders can improve on future LMS trainings, expand on resources, and tailor continued trainings based on the needs of teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]