Moodle is not a new concept and has been widely accepted among highly qualified students in different global higher education institutions. However, little is known about the factors that influence the acceptance of Moodle as a learning tool for LIS students in general, and in Kuwait's higher education institutions, particularly in the College of Basic Education (CBE) at the Public Authority for Applied Education and Training (PAAET). Based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Website Quality (WQ) model, the present study argues that Moodle can be a highly accepted beneficial learning tool for Library Information Science (LIS) students to develop their professional skills and competencies in a rapidly evolving digital age. This study clarifies the LIS students' behavior toward this learning tool and confirms factors that influence the acceptance of Moodle as a learning tool amongst LIS students. Factors that positively impact the acceptance of Moodle are; Performance Expectancy (PE) and Appearance Quality (AQ) on Behavioral Intention (BI). The effects of Technical Quality (TQ), General Content Quality (GCQ), Specific Content Quality (SCQ), and Effort Expectancy (EF), and Social Influence (SI) on Behavioral Intention (BI) were insignificant. Furthermore, Facilitating Conditions (FC) significantly affected Use Behavior (UB), and BI had a negligible effect on UB. Purpose: This study aims to investigate the the acceptance of Moodle among LIS students in Kuwait and further identify those factors that influence student's continuous intentions to use Moodle, an exemplar of learning management systems (LMS) Design/methodology/approach: This study's theoretical model was primarily drawn from the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Website Quality (WQ) model. A total of 323 Kuwaiti students participated in the study. For data analysis, Structural Equation Modelling (SEM) was carried out. Findings: The results confirmed the significant impacts of PE and AQ on BI. The effects of TQ, SCQ, SI, and EF on BI were insignificant. Furthermore, FC had significant effects on UB, and BI had an insignificant impact on UB. Originality/value: The study introduces a framework that investigates the underlying significant and insignificant factors in the Kuwait context of LIS students' acceptance of Moodle as a learning tool.