To increase flexibility in course offerings and to enhance student-learning experiences, universities and management educators have introduced and incorporated a number of new and innovative e-learning technologies. However, little systematic research has been conducted to examine the value of using the technology to facilitate learning and student satisfaction. This study investigates several student characteristics, such as proactive personality and learning goal orientation, and a number of e-learning outcomes including the student's perception of the quality of their learning and overall satisfaction. While previous research indicates that e-learning technology can support higher-order thinking by engaging students in authentic and complex tasks, our e-learning model seeks to understand the individual's background and perceptions that may be essential to student education. Results revealed that a student's proactive personality along with his/her learning goal orientation influenced his/her perception of the quality of learning occurred and overall satisfaction of the e-learning course and environment. Interestingly, although quality of learning and satisfaction were higher when a student possessed a high learning goal and high proactive personality, the "gap" closed considerably when proactivity was included in our analyses. Practical implications based on our findings as well as directions for future research are discussed. (Contains 1 figure and 3 tables.)