The benefits of MOOCs have attracted many Higher Education institutions globally to use them as a means of increasing efficiency of education delivery and process. Without institutional support, the MOOCs have a high dropout rate of 90-95 percent, leading to low academic impact. The role of academic library in the integration of MOOCs in the higher education curriculum has not been clearly defined in the literature, and for this reason there has been no attempt to define the success of such MOOC services of academic libraries. The contribution of this study to the academic literature is development of a list of 'Academic Library MOOC Services' (ALMS) and attempt to create an 'ALMS -- Success Scale' based on DeLone and McLean Information Systems Success Model. The Research Model derived from the findings of the literature has been tested empirically using Confirmatory Factor Analysis method. 'MOOC Infrastructure Services', 'MOOC Information Services' and, 'MOOC Learner Support Services' are the key drivers for increasing 'Learner Intention to Use ALMS', which determines the level of 'Learner Satisfaction'. Learner Satisfaction is measured to estimate the success of the library's MOOC services. For MOOC based curriculum, ALMS -- Success Scale has practical implications for libraries, institutions and policymakers.