The rapid growth of e-Learning has attracted many cram schools considering to highly investing in the online tutoring business model. However, without the guidance from significant theoretical studies, they can only rely on exploring the success models by themselves. This study aims to propose and validate a unified model portraying the relationship among antecedents, learning satisfaction, and continuance intention, form the perspectives of course, environment, and teacher factors. We empirically recruit 152 convenient samples, who are currently students of major domestic e-Learning cram schools, and test the proposed relationships utilizing Smart PLS path analysis. The results showed: (1) the perceived informativeness of the course, the satisfaction toward the computing facility and networking, and the teacher's ability to create positive leaning atmosphere are three major antecedents leading to raise e-Learning satisfaction; (2) e-Learning satisfaction does in turn induce continuance intention for using online tutoring. The academic and practical implications of this study are finally discussed.