Most educational institutions utilize Learning Management Systems (LMSs) as learning and teaching portal for online learning programmes. It is a system that allows the institution to manage and monitor instructors, learners and content of courses. Nonetheless, due to this relatively new learning environment, most online teaching methods have not yet incorporated pedagogic principles in which could lead to ineffective teaching thus resulting in unsuccessful learning. In Second Language teaching and learning, it is crucial for instructors to understand and utilize this system for online language learning. Although, the LMS may provide the tools and features that could support teaching in an online learning environment, the lack of instructors’ understanding of an LMS environment may prevent learning from taking place. Therefore, the aim of this study is to investigate the instructors’ perception of using LMS (i-Class) in teaching, particularly English as a Second Language (ESL) online reading for adult learners of Universiti Teknologi MARA (UiTM), Shah Alam, Malaysia. Active and less active instructors were interviewed. This qualitative study revealed that the instructors’ perceptions are mainly positive towards integrating the system in teaching online reading, specifically encouraging online participation and monitoring learners’ performance. However, the fi ndings also suggest that learners’ online engagement is dependent on the instructors’ commitment to online teaching.