Over the years, researchers in the Information Systems (IS) field have sought to develop models and frameworks to evaluate the success and effectiveness of various systems. The DeLone and McLean IS Success Model has become a widely recognised tool for assessing the performance of information systems, particularly in educational settings. Given the growing importance of Learning Management Systems (LMS) in supporting academic activities, evaluating the success of these systems has gained increasing attention. This quantitative research seeks to evaluate the effectiveness of the iKamva LMS at the University of the Western Cape (UWC), a crucial platform for students to access course materials and engage in online learning. Despite its widespread use, limited research has been conducted on the system’s overall effectiveness, especially from the perspective of the end-users. This paper employs the DeLone and McLean IS Success Model, focusing on the key dimensions of system quality, information quality, service quality, user satisfaction, and net benefits, to assess the performance of iKamva. A survey was distributed to a sample of UWC students, and responses were analysed to determine how effectively the system supports their academic needs. The findings reveal that while students generally view iKamva as useful, issues such as system performance during high-traffic periods and navigation complexity hinder its overall effectiveness. Additionally, students expressed a desire for a more streamlined user interface and visual enhancements. This paper concludes by recommending improvements to the LMS, including enhanced system reliability during peak usage, simplified navigation, and a more user-friendly interface. These recommendations are aimed at increasing user satisfaction and ensuring that iKamva better meets the academic needs of students. The findings provide valuable insights for stakeholders and contribute to ongoing research on the evaluation and enhancement of digital learning environments in higher education.