Many higher learning Institutions (HLIs) in underdeveloped nations, especially in Tanzania, are not moving quickly enough to embrace eLearning. This study seeks to design a model for enhanced adoption and use of eLearning at Tanzanian higher learning Institutions. A quantitative cross-section survey design was used for data collection. Data were examined using SEM under AMOS software. The results showed that the level of eLearning adoption and use was significantly influenced by technological, user, pedagogical, social, and environmental factors. Based on this paper, policymakers and other stakeholders should embrace this model to give enough support for the adoption of eLearning and to enhance the performance in teaching and learning. To develop an appropriate, successful, effective, and long-lasting eLearning environment, decision makers can have a clear image of how to implement an appealing, conducive, and positive meaningful learning environment. As a result, the paper adds to the body of knowledge the factors (such as social, environmental, and human ones) that significantly affect the adoption of eLearning in Tanzania's HLIs. In addition, a model for the adoption and use of successful and improved eLearning in Tanzanian's HLIs and other countries with comparable features was developed and validated in the paper.