The University of Guyana, which is a higher institution for learning utilizes the traditional physical environment for the delivery of education, although they had made a few strides towards the OLE and blended modes. The abrupt shift to OLE at UG began around the onset of the COVID-19 pandemic. While online platforms like Moodle and Examsoft were already in use at UG, it was not entirely utilized and, in most cases, optional. The pandemic forced the administrative body at UG to apply several measures to facilitate OLE for learning and education to continue. This study examines lecturers’ attitudes toward OLE at UG. A cross-sectional quantitative study was employed. Lecturers were conveniently sampled and their ideas, notions, and thoughts related to OLE were explored. Two tools were developed, using a four-point Likert scale to determine lecturers’ attitudes towards OLE. Our study showed that most lecturers at UG have a positive attitude towards OLE. However, factors such as lack of ICT infrastructure, inadequate ICT training, difficulty in preparing examinations on Moodle, and issues in maintaining the integrity of exams precipitated their resistance to OLE. We recommended more stringent professional development and face-to-face proctoring for assessments conducted on Moodle.