With the development of information technology,e-learning have been developed in recent decades.And with the development of e-learning,it has been applied to enterprise employee training and also school teacher training to increase the human capital of organizations.Recently,the issue of enhancing teaching quality of teachers has emerging importance in elementary education in order to increase students’ learning competitiveness.E-learning has the advantages of flexibilities in time and space; thus,it allows learners to learn without the limits of time and space.This facilitates teachers at elementary schools to gain educational training for their teaching with less time and space limits.Nevertheless,e-learning provides a different paradigm of learning/training.Trainees are then not necessarily able to accept the new paradigm for training/learning under current training systems.Subjective norms have been an important factor that influences individuals’ intention for specific behavior.Subjective norms refer to individuals’ perception of others perspectives about his/her specific behavior.Interpersonal influence that people have high trust and rely on for judgments affect their intention for specific behavior.In addition,people usually choose to interact with others who are similar to them,such as in beliefs,education,social status,etc.Therefore,communications or influence are more effective among these people because of their high similarities that lead to attitude or behavior change.In schools,colleagues are important sources of interpersonal influence for they have similar education,social status,etc.They are also the sources of influence that teachers rely on for judgments.This study therefore intends to explore the impact of subjective norms on the intention of teachers at elementary schools to use e-learning websites for training/learningin the different paradigm.To clarify the impact of subjective norms,this study adopted the survey method.The construct measurementswere based on existing instruments and literatures.The measurements were to be self-evaluated by the respondents themselves,using a Likertfive-point scale ranging from (1) strongly disagree to (5) strongly agree.To gather data,questionnaires were issued to teachers at elementary schools who had experience in using e-learning systems in Taiwan.Finally,there were finally a total of one hundred and eighty-six valid respondents excluding questionnaires that had missing values.Factor analysis was first done and Cronbach’s was ɑ analyzed.The results of factor analysis of subjective norms and intention showed the factor loadings were all higher than 0.6 and were acceptable.The Cronbach’s ɑ of subjective norms was 0.781 and The Cronbach’s ɑ of intention was0.869.The results showed the constructs both had acceptable reliability.The regression was then done.The adjusted R-square was 0.207.The F-value was 49.266 (p=0.000).The results showed the significant impact of subjective norms on the intention of teachers at elementary school to participate and use e-learning websites (standardized coefficient=0.460***).The results not only facilitate the design of e-learning training programs for teachers at elementary schools in thedifferentparadigm,but also the clarification of the research gap for e-learning training.