AimThis study was conducted to develop the e-Learning Satisfaction Scale (eLSS) and to examine its validity and reliability. MethodsThe item pool was generated based on related scales, a literature review, and in-depth interviews with 14 participants who had e-learning experience based on the DeLone and McLean information system success theory. Subjects aged 20 or older with e-learning experience were recruited in the Seoul, Gyeonggi, and Chungcheong provinces of South Korea using convenience sampling between June and August 2021. Content validity was verified by two nursing professionals. Exploratory factor analysis, convergent validity, and internal consistency reliability were examined with 150 subjects, and confirmatory factor analysis was undertaken with 154 subjects. ResultsThe eLSS consists of 17 items with three factors: content, interface, and communication. Convergent validity with the eLSS was supported, and Cronbach's alpha was .93. Confirmatory factor analysis showed a good model fit (χ2 = 236.9, p < .001, Q = 2.11, SRMR = 0.07, RMSEA = 0.08, IFI = 0.92, AGFI = 0.97, NFI = 0.85, CFI = 0.92, PNFI = 0.70, PCFI = 0.75). ConclusionThe eLSS is a valid and reliable scale for quickly and easily measuring experiences with distance learning and the effectiveness of e-learning.