Creating an inclusive healthy society in the digital era requires older adults to develop e-health literacy. Older adult learning capabilities and styles are known to fluctuate with their physical and cognitive abilities. Programs to develop e-health literacy have yet to be sustained in the ongoing format required by older adult learners. This study is part of a larger project aimed at developing a delivery model for sustainable e-health literacy programs for older adults. This model is based on sustained digital literacy programs that address the digital divide faced by older adults. It explores the assumption that digital literacy tutors are willing and able to deliver e-health literacy programs in the same way they currently deliver digital literacy programs. It does this by focusing on the current cohort of tutors who perform a pivotal role in sustaining digital literacy programs. The current level of e-health literacy of this cohort of tutors and their attitudes and perceptions on training adult learners in e-health literacy was collected using an online survey. The findings indicate that although digital literacy program tutors are enthusiastic about e-health and coaching seniors to develop e-health literacy, their levels of e-health literacy are not sufficient for the task. The findings have important implications for research and practice in the area of e-health literacy and senior participation in e-health.