Distance education through electronic learning (e-learning) technologies has been accepted as a viable knowledge transfer tool by universities; however, it has not provided the learning benefits that were originally anticipated. This study examines the role of individual learner characteristics, goal-orientation beliefs, and social learning in influencing e-learning success. Experimental data was collected from students undergoing online courses. Preliminary results indicate that the learner characteristics of self-regulation and computer-learning self-efficacy, complemented by social learning through the electronic learning network influence e-learning success.