The purpose of this quantitative correlational study was to examine the relationship between employees' reading skills, E-learning readability, student learning, and student satisfaction. The Tests of Adult Basic Education (TABE) form 10 Level A instrument evaluated student-reading skills. The Flesch-Kincaid Grade Level Index course assessed E-learning course readability levels. End of course multiple-choice exams measured student learning. A Likert-type survey measured student satisfaction. The population consisted of volunteers who were in a multi-week new-hire technical training program in a United States based fortune 100 company. The results indicated a statistical difference between employee reading skills and course readability (U = 120.00, p = 0.001). The results indicated a statistically significant relationship existed between employee reading skills and learning (r = 0.197, p = 0.040) as well as between E-learning course readability and learner satisfaction (r = 0.996, p = 0.001). The results also indicated the relationships between reading skills and learning satisfaction (r = -0.068, p = 0.481) as well as between readability and learning (r = 0.072, p = 0.815) were not significant. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]