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University students’ demographics have been changing in the past two decades. Students diversity becomes an important factor in evaluating e-learning acceptance. Using a previously validated e-learning acceptance model, the paper investigated the construct means differences among various academic departments and between nontraditional continuing education and traditional higher education students, and tested the differences in model relationships between nontraditional and traditional student groups. Inferential statistics ( t tests, ANOVA) and multiple-group Structural Equation Modeling (SEM) using LISREL were performed for the data analysis. The results revealed that different needs of various learner groups for e-learning, rather than academic discipline or gender, seem to drive the differences in intention to use IT for distance education and for supplementary learning. In addition, two relationships in the path model varied between nontraditional and traditional students groups. System functionality predicted intention to use e-learning as a supplementary learning tool for traditional students, but not for nontraditional students. Perceived usefulness predicted intention to use e-learning as a supplementary learning tool more strongly for nontraditional students than for traditional students. The implications for management and practices are discussed.