Leaders in government and education have launched an extensive program to reform general education in Saudi Arabia. This initiative was designed to achieve many goals with a major emphasis being the enhancement of the Saudi curriculum to take advantage of the use of technology to improve education. A goal of this project was for e-learning to be a part of public education in an attempt to improve student learning and to make education accessible to all citizens. This study was designed to examine high school female math teachers' attitudes toward the use of e-learning in teaching mathematics in selected high schools in Tabuk, Saudi Arabia. It also sought to determine the extent to which e-learning had been adopted in high schools. The study also examined the results to determine if there were any statistically significant differences in female math teachers' attitudes toward e-learning based on the variables of academic degree, years of experience, computer course training, and computer lab availability. A 5-point Likert scale questionnaire was used to collect data on teacher attitudes toward the use of e-learning in education. Descriptive statistics were used to analyze much of the data generated from the questionnaire. Means, standard deviations, ranges, frequencies, percentages, and diagrams were used to compile and analyze the data. A "t"-test was used to test for statistically significant differences in teachers' attitudes for the variables of academic degree, years of experience, computer course training, and computer lab availability. The analysis of the responses to the questionnaire revealed that the female high school math teachers' attitudes toward the use of e-learning were highly positive. The mean responses to the questionnaire items revealed that the teachers believed that e-learning made teaching more effective, more interesting, and enhanced the quality of teaching. There was general agreement that e-learning helped them meet the individual needs of the learners. The results of the study revealed that there were no statistically significant differences in teachers' attitudes toward e-learning when examined for the variables of academic degree, years of teaching experience, computer course training, and computer lab availability. Recommendations were made for professional development, in-service training, technology integration, and logistics and infrastructure improvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]