Given corporations increasing reliance on the use e-learning modules for their employees assumed learning and development, this study sought to understand the perceptions and experiences of individual's who undergo e-learning modules as attempts to increase their knowledge and skills to be successful in their work assignments in a corporate setting. Given limited academic literature and known theory on Corporate E-Learning grounded theory methodology was employed to simultaneously collect and analyze data (Glaser & Strauss, 1967; Corbin & Strauss, 2008). Data for the study was derived from semi-structured interviews conducted with 14 e-learners from three corporations in a small urban area within the northeastern United States. Three categories characterizing their experience emerged from the interview data and are as follows: (1) Relevance of e-learning content in regards to self-reported needs, (2) employee commitment to learning and development, and (3) employee assessment of e-learning availability, applicability, and support. This study sought to understand if e-learning modules can help individuals learn and develop the knowledge and skills necessary to be successful in their work assignments. An outcome of this examination of e-learning from the employee's perspective was to provide empirical knowledge and theory to improve e-learning courses and modules (both content and delivery thereof). Implications for further research and industry practice are articulated. [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.]