Learning Management Systems (LMS) have gained importance in the last few years; however, the emergence of COVID-19 disease made these systems indispensable for educational systems. In the post-pandemic scenario and blended learning contexts, this kind of information system is also becoming more critical as a support system. Therefore, this research proposes and empirically tests an LMS success model based on DeLone and McLeans' Information System Success Model, including model dimensions: information quality, system quality, service quality, and user satisfaction, and learning outcomes were included as endogenous variables. Additionally, self-regulation was included as a moderator variable between dimensions of learner satisfaction and learning outcomes. The empirical test was conducted in an engineering college, achieving 365 responses and 164 usable. Data were analyzed with the Structural Equation Model (SEM). The measurement model showed that indicators were appropriate for all the dimensions, excluding system quality. Finally, assessing the structural model allows us to confirm the proposed hypotheses, excepting the moderating effect of the self-regulation dimension. The results indicate that professor action is essential for the student's learning outcomes.