With the latest development of the Internet technologies, it has offered many e-learning systems available for the educators to conduct courses online. The advantage of using such systems in connection with on-site courses is that it increases flexibility through resources that facilitate learning anytime anywhere. However, there is little empirical evidence to suggest what factors underpin educators continued usage of such systems. This study builds a model based on the Unified Theory of Acceptance and Use of Technology to identify the factors. The model is tested among the university educators (n = 175) who use a popular e-learning system, Moodle. The results suggest that continuance intention is driven by perceived usefulness and access. Perceived ease of use, perceived behavioral control, compatibility, and social influence do not have significant impact on continuance intention. These core determinants of continuance intention altogether explained around 70% of the total variance of intention.