With the proliferation of internet technology, universities are investing in e-learning to enhance their position in a competitive world and to improve their students' learning experience and performance. However, the success of e-learning systems depends on student acceptance and adoption of such technology. Yet, little research has been done to verify the process of how university students adopt and use e-learning, particularly in developing countries. Also, it has been argued that behavioural models of technology acceptance do not serve equally across cultures. This study aims to extend TAM to include two other constructs (social norms and quality of work life) in order to better suit developing countries, such as Lebanon. Data were collected using a cross-sectional survey completed by 569 undergraduate and postgraduate students studying in Lebanon. The measurement and structural model were estimated and tested using structural equation modeling. The results of the data analysis reveal that all the hypotheses are supported. This provides support for the applicability of the extended TAM in the Lebanese context. Based on our findings, implications are that policy makers and developers should take into account that e-learning is not just a technological solution, but should also consider social and cultural factors.