E-learning is a technological innovation that associates technology with learning, and influences a person's behaviour and how they perform their work. It is argued that, although Kuwait University (KU) implemented an e-learning system in 2004, the potential benefits of e-learning, in serving KU’s strategic objectives, has not yet been reached. This empirical study aims to investigate KU instructors’ perspectives toward the use of e-learning since their acceptance of the system is essential for the success of KU initiative. The study has applied Technology Acceptance Model (TAM) (Davis, 1989), with the objective to support the model with refined external factors drawn from KU’s environment, and to explore the effect of these factors on core TAM constructs, namely; Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) and also to explore the implication on the outcome instructors’ Attitude (ATT) toward the use of e-learning at KU. The final external factors included in the research model are Computer Self-Efficacy (CSE), Technical Support (TS) and University Strategic Focus (USF). The study has adopted the pragmatic methodology with a mixture of quantitative and qualitative approaches, in a triangulated formation of data collection, through a questionnaire, semi-structured, and unstructured, interviews, and focus group discussions. The responses of 268 instructors to the survey questionnaire form the basis for the quantitative analysis. The responses of 12 assistant Deans, department heads and e-learning administration staff, 24 instructors, and the results from 2 focus group discussions, form the basis for the qualitative analysis. Based on the analysis of outcomes, it is found that TAM is a valid and applicable acceptance model in the case of KU’s e-learning system, and in line with previous TAM studies, in which the instructors’ PU of e-learning directly affects their ATT toward the use of the system. Also, the instructors’ PEOU is found through PU to indirectly affect their ATT. In addition, CSE has a significant effect on PU, but less so on PEOU, and, indirectly so, on ATT. Also, a significant effect is found, of TS on PU and in less magnitude on PEOU, and, indirectly on ATT. USF is found to have insignificant effects on PU and a weak effect on PEOU. Moreover, based on the qualitative analysis findings, USF is argued, to be the factor resulting in the most negative attitude toward the use of e-learning by KU instructors. This is due to three causes: Poor policy setting, lack of motivation measures, and ineffective training. Keywords: Technology Acceptance Model (TAM), Computer Self-Efficacy, Technical Support, University Strategic Focus, E-learning Policy, Kuwait University.