Introduction: E-learning has become an essential component of higher education by providing flexible access to learning resources and supporting student-centered learning. Gap in literature: Previous studies have mainly examined students’ perceptions, satisfaction, technology acceptance, or academic performance, yet few qualitative studies have looked at how these three factors flexibility, technological readiness, and interaction work together to shape students' e-learning experiences in Indonesian English Language Education settings.. Purpose of study: This study aims to explore students’ experiences of e-learning implementation in the English Language Education Study Program at Lambung Mangkurat University and provide an integrated understanding of the factors influencing those experiences. Method: A qualitative descriptive design was employed. Data were collected through a ten-item open-ended questionnaire distributed via Google Forms to 75 undergraduate students from the 2021 cohort and analyzed using Braun and Clarke’s thematic analysis. Main findings: Three major themes emerged: (1) flexibility and accessibility of learning, (2) technology and internet connectivity challenges, and (3) limited interaction and learning motivation. Students appreciated the flexibility and opportunities for independent learning but reported that unstable internet connections, inadequate technological facilities, and limited interaction with lecturers and peers reduced learning engagement and the effectiveness of online learning. Conclusion: No single factor fully explains students' e-learning experiences; pedagogical, technological, and interpersonal dimensions shape them together.. Strengthening technological readiness and promoting interactive teaching practices are therefore essential for developing more effective, inclusive, and student-centered online learning environments.