The purpose of this research project was to measure the effects of the perceptions that students hold of the functionality of LMS and students' self-efficacy specific to using LMS in their studies on student LMS acceptance and use. The theoretical framework of the study is based on the Technology Acceptance Model (TAM), into which perceived functionality and LMS self-efficacy were incorporated as external variables. A web-based questionnaire was administered to students in a private higher education institution in Auckland, New Zealand. These responses were analyzed using Pearson's correlation and linear regression. The results indicated that perceived functionality significantly influenced perceived usefulness. Similarly, it was found that LMS self-efficacy significantly influenced perceived ease of use. However, no evidence was found that attitudes towards using LMS predicted behavioural intention to use.