Institutions in developing countries are adopting the exact replica of e-learning approaches used by that of developed countries with the expectations of reaping the same benefits enjoyed by institutions in developed countries. If used effectively, e-learning can provide numerous benefits to the institutions such as accessing education at any time and place, enhances interactivity, scalability, flexibility, and thereby improved student's academic performance through creating a supportive and conducive e- learning environment for learning [1]. However, studies show that the majority of these benefits are enjoyed by institutions in the developed countries than the developing once [2]. In Ethiopian higher level educational institutions, e-learning is in an incipient phase. There are only a few institutions that use e-learning in the teaching and learning process making its effect on a larger scale immeasurable and unknown. In spite of large amount of investments for e-learning systems by Ethiopian universities, many of these e-learning initiatives are not meeting their desired objectives. With the objective of exploring success factors for e-learning systems and develop a conceptual model for e-learning systems success in Ethiopian universities and colleges, the researchers conducted a qualitative case study in 12 Ethiopian higher level educational institutions adopting e-learning systems in their teaching and learning process. Focus group interviews, in-depth personal interviews, document analysis and observation were used to triangulate the findings. We used open coding as a main data analysis technique. NVivo 11 was used to quantitatively analyze the qualitative data. The result is a proposed conceptual model of e-learning systems success and its implications for future research. This model is comprised of eight major e-learning systems success categories and twenty-nine sub-categories. The model will facilitate both academic and practitioner interest in measuring e...