The purpose of this research is to document the design, development, and validation of the Electronic Learner Satisfaction Scale (eLSS). The eLSS is designed to be a parsimonious, flexible, objective, valid, and reliable tool for reporting learner satisfaction scores with self-paced e-learning environments for either research or practice. The tool uses a 9-item semantic differential scale format to collect data from learners. The sample of participants included N = 635 college students that participated in one of our research studies involving e-learning interventions. The data analyses included descriptive analysis, internal consistency reliability analysis, exploratory factor analyses (EFA), and correlation analysis. The findings demonstrated the eLSS is best described as a unidimensional factor structure explaining approximately 64% of the variability in these data with strong factor loadings and simple structure from the pattern matrix. The eLSS scores were found to significantly and positively correlate with learning performance measures as further evidence of construct validity. The eLSS is found to be a valid (face, content, and construct), and internally consistent measure for college students. The findings are discussed in light of the limitations of this study. Additionally, suggestions for the appropriate uses of the eLSS are provided.