Background: Educational systems have adopted e-learning in high quantity all over the world and they are currently concerned about the quality of instruction. Different factors including pedagogical factors, technical factors, content issues, ease of use of elearning systems, and computer knowledge of the users constitute the quality dimensions. The present study examines the degree of which each dimension affects the achievement in e-learning settings. Methods: The present semi-experimental research was conducted in teacher education colleges affiliated to University of Mysore, India, in 2015 -2016. Pretest on educational psychology (EP) was administered to 72 students selected through purposive sampling technique. The students were treated through e-learning by the researcher for 16 sessions. EP posttest and E-learning dimensions evaluation questionnaire (ELDEQ) were administered at the end of the intervention. ELDEQ contained 58 questions on the quality of e-learning dimensions and it was constructed based on the evidence from content analysis. Face validity and content validity of the instrument were established through 13 experts in the field of e-content. Confirmatory Factor Analysis (CFA) was adopted to establish construct validity. Cronbach's alpha above 0.7 indicated the reasonable reliability of the instrument. SPSS 22 and multiple regression were utilized to analyze the data. Results:The results indicated a difference between the effects of various dimensions including content dimension (P = 0.001), technical dimension (P = 0.03), pedagogical dimension (P = 0.02), computer knowledge of the users (P = 0.47), and ease of use of elearning systems (P = 0.17) on achievement. Conclusions: Based on the results of the study, content dimension is the first and foremost predictor of learning. Pedagogical and technical dimensions were found to be the second and the third significant predictors of achievement, respectively.