This study investigates factors that predict the successful adoption and implementation of e-learning technologies in college level courses. The study employed "availability sample," to collect data via face-to-face interviews with academic professionals in a small liberal arts and sciences college in the Midwest. Two hundred and twelve members of the faculty were targeted, of whom 129 (60%) completed the interviews. Several layers of analysis were performed to test the effects of academic backgrounds and other demographic variables on the perceptions about and the tendencies to adopt e-learning. It was found that the academic background variables did not yield significant correlations with perception about, and the decision to adopt, e-learning. The data showed that the primary interest in the correlates of the decisions to adopt e-learning is the faculty's self confidence in using the technology and online resources.