The study explores the relationship between e-learning and the performance of public universities in Kenya's Rift Valley Region, focusing on how cloud computing supports e-learning as a cost-effective alternative to traditional education. Despite the potential of e-learning, challenges such as underutilized digital infrastructure and inconsistent adoption have impacted university performance. Grounded in the Technology Acceptance Model (TAM), the study employed a correlational research design, gathering primary data from 164 university employees. Reliability testing was conducted, yielding a Cronbach's alpha of 0.801, indicating high reliability of the measurement instruments. Hypothesis testing was conducted using Pearson correlation, revealing a statistically significant and strong positive relationship between e-learning and university performance, with e-learning accounting for 65.5% of the variation in performance. The study concludes that while e-learning significantly enhances university performance, its adoption is inconsistent, necessitating targeted efforts to fully leverage its benefits for educational outcomes in the region