Abstract: The emergence of e-learning has been possible due to the use of Information and Communication Technologies (ICT) which enables the creation, fostering, delivering and the facilitation of learning, anytime and anywhere. The Thai government has been the driving force behind the growth of e-learning as evident by the national ICT plans. However, although there has been initiatives by the government and adoption by universities very few studies have been conducted about e-learning in Thailand and little of which is known to the international field of e-learning. It is therefore, interesting to understand the level of adoption made by these universities and what factors affect acceptance of the e-learning systems. The study proposes the following variables an extension to the Technology Acceptance Model (TAM); Computer Self-efficacy (CSE), System Functionality (SF) and Teaching Materials (TM). Data was collected from 207 participants in Thailand in an undergraduate program. Satisfactory reliability and validity checks were performed followed by the testing of the structural model using AMOS. Results indicate that CSE, SF and TM have a positive effect with Perceived Ease of Use (PEOU) while TM also has a positive effect with Perceived Usefulness (PU). PU positively effects Intention to Use (ITU) while PEOU posits a positive effect with PU. Suggestions for researchers and practitioners are discussed.