The majority of educational institutes have adopted some kind of technology, especially a Learning Management System (LMS), to facilitate the ways of learning in classrooms. Indeed, the investment in technology with the expectation of fostering learning relies on students' response toward such technology. Therefore, it is essential not only to predict students' behavior toward a LMS but also to grasp how students make a decision to use a particular system. This chapter explores the potential factors that have the most significant influence on the adoption of LMSs in Egypt as well as the relationships between these factors. The proposed model extends the Technology Acceptance Model (TAM) to include self-efficacy and system quality, with the expectation that they significantly shape the use of LMS. The data shows that most of the causal relationships between technology acceptance factors are well supported. The results also indicate that the system quality has a direct effect on perceived ease of use and perceived usefulness. One interesting observation is the strong influence of perceived ease of use on LMS usage, much stronger than the influence of perceived usefulness on the use of LMS.