This case study identifies key barriers for staff on the path to an e-University and suggests ways to unlock them. The focus of the evidence-based research is an e-University pilot development in virtual learning in progress at the University of Greenwich (England). Documentary evidence for the study included feedback from 12 sub-projects in the overall development designed to test fitness for purpose in delivering and e-commerce degree program. Written commentary from staff on the steering group and from professional external facilitators on business modeling provided evidence of the following key barriers and suggestions on ways to overcome them: institutional distractions; confused perceptions of leadership and decision-making; skills and staff development issues; e-critics, communications, and overload problems; and quality problems. The authors took as their guiding principle a main focus on delivering excellence in learning for students. To recommend successful methods of unlocking the main barriers for staff on the path to an institutional implementation of e-learning, the e-University Key Barrier Matrix was developed. (Contains 13 references.) (Author/MES)