Implementing the e-learning technologies into the teaching process by higher education teachers is one of the primary strategic goals at many higher education institutions. Numerous studies have indicated the problem of teachers' slow acceptance of e-learning technologies in higher education, as well as the manner in which the technologies are used. The latter depends on the teachers' competencies for online learning and teaching, and they can be viewed from different aspects (pedagogical, technical, organizational, etc.). The aim of this paper, based on the results of earlier studies, is to show the factors regarding teachers' competence for learning and teaching in an online environment, which influence the acceptance and use of e-learning technologies in higher education.