Students' and instructors' adoption of "e-learning management systems (e-LMSs)" is critical to their success in a "virtual learning environment." Students can use "e-learning" to obtain instructional materials to supplement "traditional classroom" instruction. This study intends to highlight the important factors of e-learning adoption in higher education institutes. The aim is to determine the factors forming positive intention toward using e-LMS based on "individual characteristics" ("instructor quality," "course quality," "learning value," "social influence," "facilitating condition," "system quality," "perceived usefulness," and "perceived ease of use"). The questionnaire-based survey based on 369 responses is from LMS users. The proposed research model was tested using structural equation modeling. Initially, postadoption behavior was required to be investigated. The original measurement model contained eight independent constructs. A modified measurement model was created after the initial model was enhanced using exploratory factor and principal component analysis. The results of this study will help practitioners and policymakers in the effective development and implementation of e-LMSs in higher education institutions (HEIs), especially in developing countries, such as India. From the theoretical point of view, the result of this study will further enrich the IT adoption literature.