This study aimed at coming up with a model of adoption of e-learning technologies in Ugandan High Education Institutions. Although the advent of e-learning technologies presents a cheaper and more cost effective approach to teaching and learning, the success of these innovations primarily depend on their adoption. For a long time, a number of theoretical models suggested by numerous researchers have been advanced to investigate and understand the issues affecting the acceptance or rejection of computer technology. These theoretical models explain adoption factors that will influence the decisions or behaviors of the individuals, organizations and social systems to adopt innovations. In spite of the number of issues of why individuals, organizations and social systems would accept or reject innovations it is unlikely that a single-variable explanation can convince for this conclusion. Due to this notion, this study built on the model developed by Lee et al., (2011). Results show that Perceived Usefulness (R2 = 0.46, P<0.00) significantly influenced adoption of e-learning technologies and four independent variables (CPA, CPL, ADV and PEOU) contribute to this factor. Perceived Ease of Use (R2 = 0.60, P < 0.01) was found significantly influencing adoption of e-learning technologies with three independent variables (CPA, TRA and ADV) contributing to it. Over all P, CPA, CPL, ADV, PU and PEOU were found significant in influencing Behavior intention (R2 = 0.56, P < 0.00) to adopt e-learning technologies (R2 = 0.56). Therefore, the regression analysis results and the expert findings confirm that the e-learning technologies adoption model developed is appropriate for use in Ugandan HEIs.