This paper will reflect on the pedagogical challenges facing French Business Schools in the implementation of e-learning initiatives. I will show that the top French Business Schools are not the main providers of e-learning in business education, as the task is mainly assigned to private companies or government-subsidized organizations. Some fragmented e-learning initiatives do exist but the usefulness of this technology to enhance the learning and teaching experience is often overlooked in a drive to provide e-learning at all costs. I will argue that e-learning development should be grounded in a comprehensive pedagogical framework. The various challenges facing educators will be analyzed, such as their epistemological beliefs, their roles as teachers, their ability to create a community of inquiry, and their ability to choose pertinent knowledge. In order to put learning on the agenda in French higher education and help the educator understand how students learn, a more detailed understanding of the generational characteristics of student cohorts, their epistemological beliefs and conceptions of learning, as well as their learning styles and preferences is advocated.