This quantitative study aimed at investigating various barriers that hindered the diffusion of learning management systems (LMSs) as perceived by teaching English to speakers of other languages (TESOL) or English as a second language (ESL) teachers in the states of Alabama and Mississippi. A nonprobabilistic purposeful sampling was used in the selection of participants for this study (N = 99). Data were collected using an online questionnaire. The study determined the perceptions held by ESL/TESOL teachers about potential barriers to the adoption of LMSs in their online teaching. Results showed moderate barriers to the adoption of LMSs and concerns about time, planning, finances, technology, and incentives. The barriers with the highest levels were planning, time, and incentives.