This study examines the impact of a learning management systems design on emotional impressions of academic success with an emphasis on individual sensitivity. Participants will consist of online college students from a variety of colleges across the United States. Participants will utilize different (Sakai, enhanced learning management system) learning management systems and will complete a Highly Sensitive Person Test (HSP) (Aron, 1996), and a Positive and Negative Affect Schedule (PANAS-SF) Test (Watson et al., 1988) regarding their perceptions towards their respective class in which the study is conducted. Students using the enhanced learning management systems are expected to have higher emotional perceptions regarding their learning management system compared to students using Sakai. It will also be expected that students who score higher on the Highly Sensitive Person Test (HSP) (Aron, 1996) will have higher emotional reactivity to their respective learning management system as highly sensitive individuals will have heightened positive emotional perceptions toward the learning management system in classes with enhanced learning management systems, and significantly lower emotional perceptions in Sakai classrooms in comparison to participants who scored in the normal and lower ranges on the Sensitivity test. This proposed study will add to current research regarding the implications of design on emotional reactivity and its relation with learning, especially in relation to how individuals’ sensitivity impacts their reaction toward e-learning designs used in modern-day classrooms. The results of this study will increase societal awareness regarding the importance of the design of e-learning materials and its implications for promoting accessibility for all students.