Based on the information system success and situational strength theories, this study explores the moderating effect of learner quality and instructor quality on the relationship between information quality and student satisfaction with e-learning. Survey data were collected from 333 college students, and the proposed relationships were assessed using the SMARTPLS structural equation modeling tool. The direct relationship between information quality and student satisfaction is significant; however, the moderating effect of learner quality and instructor quality is insignificant. The moderating effects of learner and instructor quality have been less researched in the existing literature. This study contributes to uncovering the complex interactions between these variables and the relationship between information quality and satisfaction.