This study investigates the three main factors affecting E-learning implementation in Higher Education Institutions (HEIs) in Oman. Curriculum, Faculty, and ICT infrastructure are the main three factors under student’s behavioral intention, they are used to examine their relationship with the quality of e-learning education. A quantitative research method was used to research questions, and hypotheses were built based on the reviewed literature and to answer the research questions and test the hypothesis. A total of 240 students selected randomly from different HEI in Oman have participated in filling a questionnairedeveloped to collect required data related to Examining the relationship between University student’s behavioral intention and e-learning in Oman. SPSS data analysis application was used to analyze the collected data. Based on the outcome of data analysis, it is proven that there is a positive but weak relationship between Student Behavioral intention factors (Curriculum, Faculty, and ICT Infrastructure) and E-learning (Quality of E-learning education). Recommendations are provided to HEIs in chapter five to help them improve their service quality and provide better education to students. HEIs in Oman must understand student’s perspectives in terms of their expectations regarding the quality of education they receive, especially with the sudden shift from traditional in-classroom education to e-learning in order for them to enhance their services. This study provides a road map to HEIs in Oman to improve the quality of e-learning education and understand students' perspectives. Key Words: Students behavioral intention, Higher Education Institutes in Oman, HEIs, Curriculum, Faculty, ICT infrastructure, Quality, E-learning, Education.