The growing demand for flexible, technology-supported instruction in Uganda’s secondary schools has created a need for locally designed e-learning systems that are tailored to the specific administrative and pedagogical requirements of individual schools, rather than relying solely on generic, often costly, third-party platforms. This study focused on the design and implementation of an e-learning system for Kampala Secondary School, guided by objectives that sought to analyze the existing system and user requirements for e-learning at the school, design and develop an elearning system addressing the identified requirements, implement and test the system, and evaluate user acceptance and satisfaction with the developed system. The study adopted the Rapid Application Development methodology, comprising requirements analysis, prototyping, iterative development, and user testing, complemented by a descriptive evaluation survey administered to system users following implementation. The developed system, built using a webbased architecture with a relational database backend, provided modules for course content management, online assessment, assignment submission, and grade-book tracking. System evaluation data were collected from a sample of 96 respondents comprising teachers, students, and administrative staff who used the system during a one-term piloting period, and were analyzed using descriptive statistics, Pearson correlation, multiple regression, and path analysis (AMOS) grounded in the Technology Acceptance Model. Results showed high perceived ease of use (mean = 3.96) and moderately high perceived usefulness (mean = 3.78) of the developed system, with both constructs significantly and positively correlated with user satisfaction (r = 0.598 and r = 0.664 respectively, p < 0.01). Regression analysis showed that perceived usefulness and perceived ease of use jointly explained 49.6 percent of the variance in user satisfaction (R² = 0.496). Path analysis revealed that perceived usefulness significantly mediates the relationship between perceived ease of use and user satisfaction, with a significant indirect effect (β = 0.231, p < 0.01) alongside a significant direct effect (β = 0.298, p < 0.01), yielding a total effect of 0.529. The study concludes that the developed e-learning system was well received by users at Kampala Secondary School, with ease of use serving as an important foundation for perceived usefulness and, ultimately, user satisfaction, and recommends phased full-scale rollout, continued technical support, and periodic system enhancement based on user feedback.