Qualitative data collected in this study revealed insights on the environmental context and individual perspectives that influence rates of participation in e-learning programs. Significant findings from the qualitative data gathered from the open-ended survey question reflected that non-participation in e-learning courses was often the result of frustration with out-of-date content, lack of value placed on e-learning courses, lack of encouragement from supervisors/management, and prioritization conflicts. Gilbert's Behavioral Engineering Model (BEM) provided a sound foundation by which evaluation of environmental and individual influences was accomplished in this study. However, in seeking to capture influences beyond the defined categories of BEM, three new categories were developed to reflect the assertions from the research. The first category of Course Design was developed based on respondent concerns related to interactivity, screen adjustability, sophistication of learning activities, and overall layout and design of the e-learning interface. The Individual Perceptions category takes into account the pre-conceived notions that influence participation in e-learning. The third category discusses Relevancy influences. Respondents indicated their participation is influenced by the relevance of e-learning courses to their job, development, appraisals, and needs. The three categories reflect the recurring themes beyond Gilbert's BEM that emerged from respondents' insights and offerings.