This study was conducted to find out the barriers of full implementation of e-learning in Nigerian Management Development Institutes (MDIs), the purpose was also to determine the following: willingness to conduct management training using e-learning platforms, knowledge base of MDI facilitators on how to create e-learning content. Five MDIs were used as the sample for the study out of numerous MDIs in Nigeria. Descriptive statistic was employed in analysing data of the study from the interviews conducted. The findings of the study revealed that most of the MDI facilitators need adequate exposure to the use of e-learning related ICT infrastructure, Learning Management System (LMS) and Microsoft application software. Majority of the respondents also misunderstood virtual learning as the only form of e-learning hereby relaying only on videoconferencing equipment as the solution to the full implementation of the platform. The study recommended various solutions to the challenges militating against of full implementation of e-learning in all Nigerian MDIs as well as definitions of e-learning. (Keywords: Management Development Institutes, Learning Management System, Synchronous and Asynchronous, Domain Subscription.) 1.0 INTRODUCTION Management Development Institutes in Nigeria is saddled with the responsibility of capacity building of every senior public officers in the country. Most of the times training is the method used in achieving MDI's aims and objectives. The alternative to traditional classroom/workshop training is e-learning. Unfortunately, the e-learning in Nigeria has not developed due to a number of factors. Despite the emerging technologies challenges, the traditional process of teaching and learning, and the way education is managed in Nigeria there is increasing awareness on the use of Information and Communication Technologies (ICTs) in teaching and learning. 'E-learning' as a term is a hybrid. Like many compounds, the two elements have worked together to create a new hybrid. E-learning can be defined as the use of computer and Internet technologies to deliver broad solutions that will enable learning and improve performance. Thus, in considering e-learning, all electronically networked ICT via which learning can take place must be installed. While trainers/lecturers often find e-learning as the future, researching into how it could be further developed and implemented as an alternative to physical classroom should be the main goal. At its currently, e-learning technology depends on hardware to process digital or analogue signals; software that can encode and decode, collect, store and forward, and present communications in visual, textual and/or audio modes; applications and systems that bring together tools to support data storage and retrieval, course design and management, computer-mediated communication via telecommunications and collaborative virtual classroom and its environment. Another equally important in this technological mix are the people who use the systems i.e. teachers, facilitators, instructors, administrators and students. They all bring to the e-learning enterprise their ideas of how teaching, learning, and communication should be enacted. Educators have long been appropriating technologies into the classroom, from radio and television, record players, CDs, DVDs, laptops and projectors. Today, with the advent of digital technologies, there is an advanced mode of teaching/learning using web technology as well as other platforms worldwide. This has brought about the new Web-Educator (using the internet and all associated technologies for teaching) who can learn and teach from anywhere and at any time. Organisations around the world are adopting 'Learning Management System' (LMS), which automates the learning courses and easily delivers training, manages learners and keeps track of their progress and performance across training activities, which reduces administrative overhead.