Universities have come up with various e-strategies to deal with great market forces emanating from the need to adapt to the new normal in the academic environment, dynamic technological advancement, increasingly diverse student bodies, their changing needs and expectations as well as heightened demand for new and different programs and services. Despite the many initiatives to support e-learning, most e-learning strategies are not fully realized for successful learner goals achievement due to inadequate technology strategy. The purpose of the paper was to establish the influence of e-learning communication strategy on learner goals achievement in Kenyan universities. The target population was 16 universities offering e-learning with a total of 29608 participants, comprising of 26761 e-learners and 2847 e-lecturers. The sample consisted of 351 e-lecturers and 394 e-learners because they both interact more with the e-learning system that uses currently implemented e-strategies. Stratified random sampling was used to identify sample size in each of the 16 universities. Primary data was collected using questionnaires with a Likert scale types of questions. Questionnaires were distributed through emails and received back through the same medium due to Covid-19 pandemic situation. Descriptive statistics was used. Binary logistic regression analysis was used to regress relationship between learner goals achievement with e-communication strategy and was accompanied by relevant explanations. Results revealed that e-learning communication strategy has a statistically significant relationship with learner goals achievement. An empirical model linking e-learning technology strategy and learner goals achievement was developed to help e-learning managers with insight on successful identification and implementation of e-learning technology strategy to achieve learner goals.