Electronic learning (e-learning) refers to education provided using digital technology. This method of instruction is a popular option for students who want to learn without the requirement of attending a physical classroom. E-learning is important to students who are unable to engage in traditional classroom-based education, and institutions that offer e-learning solutions benefit by being able to reach more students. The main problem facing e-learning institutions is student dissatisfaction leading to under-use or non-use of the e-learning systems. Past research such as the Unified Theory of Acceptance and Use of Technology (Venkatesh et al., 2003) and Expectancy Confirmation Theory (Bhattacherjee, 2001a) has indicated that e-learning programs are less effective when students' expectations of the system and the experience while using the system are not met. E-learning success depends on student satisfaction and the intention to continue e-learning. A survey of 250 adult online students and subsequent quantitative research with multi-variate statistical analyses provided insight to their core expectancies, satisfaction, and e-learning continuance intentions. The survey data was also analyzed using structural equation modeling (SEM) methodology. The results provided in this study that all hypotheses were supported. The evidence reveals that the expectancies of cost, effort, performance, quality, social, and value influence satisfaction, and satisfaction mediates the relationship between those expectancies and e-learning continuance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]