This paper empirically tests the effect of teachers’ workload to the Virtual Learning Environment (VLE) usage. The population of the study is 97,503 Malaysian teachers. Eight hundred and fifty questionnaires were distributed using simple random sampling procedure and 719 were returned. However, after the data cleaning, only 643 of them are usable for the main analysis, which was done using PLS-SEM. The result shows that Workload has positively moderated the relationships of Information Quality to Intention to Use, and Intention to Use to Use. However, the similar moderating role in the relationships of System Quality and Service Quality to Intention to Use were not supported. Therefore, this would imply that teachers who suffer heavier workload might use more VLE system, so long as the provided information is good and useful to them. This indicates that the VLE system is helpful for teachers in dealing with the heavy workload.