This purpose of this study was to understand e-learners and face to face learners' views towards learning English through e-learning in vocational higher school context and to determine the role of academic achievement and gender in e-learning and face to face learning. This study was conducted at a state-run university in 2012-2013 academic year and subjects were 221 students from two different Vocational Higher Schools taking up English course through e-learning and traditional learning. The results of the study revealed that there was no significant difference between e-learners and face to face learners about the views towards learning English via e-learning. Furthermore, academic achievement and gender were not the strong determiners in e-learning compared with face to face learning.