Recent advancements in technology have changed the way educators teach and students learn (Wells, Fieger & Lange, 2005). In the last decade, educational trends have progressed towards online and blended instruction. One key in this revolution is the development of the Learning Management System (LMS); software that enables the management and delivery of learning content and resources to students providing students the flexibility for "anytime" and "anywhere" learning. Research indicates learner self-efficacy with LMS may be a critical factor in e-learner satisfaction (Lee and Hwang, 2007) and performance. The goal of this study was to develop and validate an instrument that measures students' confidence with LMS, and explore the relationship between LMS self-efficacy and course performance for e-learners. This study was conducted with 68 students enrolled in an instructional technology course. Student confidence for accessing the course content, tests and grades, asynchronous communication, synchronous communication and using advanced tools were measured. Factor and post-hoc analysis were used to examine instrument dimensionality. The complete paper will discuss the full results of the study and designs for further validation, particularly with regard to implications for measuring student self-efficacy with LMS technologies. Patterns of confidence and performance will also be reported and discussed.