T his study aimed at identifying the faculty staff abilities for using the Blackboard E-Learning Management System (LMS) in teaching the courses. It also aimed at identifying their attitudes towards it and the differences in attitudes according to academic degree (professor, associate professor, assistant professor, assistant lecturer and demonstrator), experience in using the computer (one, two, five, and more than five -years -experience), and the level of utilizing e-learning in teaching the courses (complete, blended and supportive e-learning). The sample of the study consisted of female faculty staff (n= 60) teaching at the Faculty of Arts and the Faculty of Education, King Khalid University. Their ages ranged from 23 to 55 from different nationalities and specializations. Frequencies, percentages and good fit (Chi-square) in addition to relative weight for each statement in addition to importance of each statement were estimated to assess the agreement and disagreement in attitudes among the members of the sample concerning their responses to the items of the scale. Analysis of variance was calculated to identify the differences in attitudes towards using the Blackboard LMS according to academic degree, experience in using the computer and the level of utilizing e-learning in teaching the courses. The results of the study revealed that the faculty staff utilized most of the techniques of using the Blackboard LMS in teaching the courses. In addition, they had most of the teaching skills using the Blackboard LMS. They had no prior experience in using the Blackboard LMS except for participating as a learner in the virtual classroom training sessions. Concerning faculty staff attitudes towards using the Blackboard LMS in teaching the courses, there were no statistical significant differences in attitudes due to academic degree (professor, associate professor, assistant professor, assistant lecturer and demonstrator). Besides, there were no statistical significant differences due to experience in using the computer (one, two, five, and more than five -years -experience), or the level of utilizing e-learning in teaching the courses (complete e-learning, blended e-learning and supportive e-learning).