Although the successful implementation of the Learning Management System (LMS) in most of the universities in the Arab Gulf Countries (AGC), little consideration has been paid to exploring LMS usage. This paper provides a systematic review of the current literature focusing on the most critical factors influencing LMS usage in AGC. The extant literature was identified through six electronic databases from 2013 to 2023. Academic articles were reviewed if they contained a relevant discussion of the factors influencing LMS acceptance and adoption conducted in AGC. Results from a systematic review of 34 studies showed that 15 studies were centred in Saudi Arabia. The results also, revealed that Technology Acceptance Model was the dominant model employed, and students were the main subject of studies. Moreover, the quantitative approach was the preferred design. Overall, forty-one factors were identified, and the results show that the following eight factors appear most frequently: Perceived Ease of Use, Perceived Usefulness, Social Influence, Performance Expectancy, Effort Expectancy, Facilitating Conditions, Self-efficacy, and Attitude. This review will be valuable for future research and helpful for higher education decision-makers who intend to use eLearning to overcome the challenges they face in using LMS effectively.