As online education continues to evolve and create new opportunities for educators to deliver quality instruction, universities are challenged with the range of learning management systems (LMSs) that can serve the educational needs of both universities and teachers. This quantitative study examined teaching English to speakers of other languages (TESOL) or English as a second language (ESL) teachers' perceptions about LMSs in online teaching. The study used survey design and Rogers' (2003) theory of diffusion of innovation to measure the perceptions of teachers following relative advantage, compatibility, trialability, observability, and complexity. The findings explained the factors influencing the adoption process.