Purpose: This study aims to identify the most significant factors that influence acceptance of e-learning in India. As e-learning has gained popularity in the wake of the COVID-19 pandemic and continues to be one of the most sustainable methods of education, it is pertinent to examine learners' perception towards its acceptance. There is limited literature available on this subject in India, especially factoring in impact of the pandemic. Design/methodology/approach: This study empirically analyses data of 331 adult e-learners in India, who have enrolled for one of the following e-learning formats: higher education, private coaching, test preparation, re-skilling and online certifications, corporate training and hobby and language-related learning. Their perception is examined on the basis of a model developed using the Unified Theory of Acceptance and Use of Technology model. Data are analysed through structural equation modelling using SPSS and AMOS statistical tools. Findings: The result of the study shows that Infrastructure Dependability, Effectiveness of Design and Content of Courses and Student's Competency with Computers are the top three factors impacting e-learning acceptance in India. Research limitations/implications: This study makes several theoretical contributions. Additionally, research findings and recommendations will facilitate education providers, corporates in the education industry and policymakers to focus on the significant areas for enhancing the acceptance of e-learning. Originality/value: This study identifies and confirms important factors that influence e-learning acceptance and suggests opportunities for further in-depth research and analysis.