The integration of electronic technologies in teaching and learning has been a top priority in higher education. However, there is a great deal of controversy in the literature regarding its effectiveness. This bears the question, to what extent are the outcomes (e.g., the student success) in an e-learning environment comparable with that of a face-to-face course? Hence, this study assessed the environmental conditions that lead to positive expectations of e-learning by collecting data on a random sample of 742 students--approximately 13% of the theoretical population--in a small Midwestern Liberal Arts and Science university (about 6000 student body) in the United States. The data reflected the preference that the respondents have shown for aspects of e-learning constructs (i.e. course structure and instructional clarity, course content quality, technical constraints, personal skills and comfort level, and e-learning acceptance). Although the general sentiment toward e-learning is positive, the female students in this study, particularly the non-traditional female students, showed more favorable attitude toward e-learning.