The cultural impact on adult learners from other cultures who bring their narrative and cultural histories to the Canadian e-learning context can be great. This research study examined how adult learners from Nigeria describe, understand, and interpret their e-learning experiences in Canada. Based on social constructivism (Fosnot & Perry, 2005; Garrison, Anderson, & Archer, 2000; Lave & Wenger, 1991; Vygotsky, 1978) and using Hofstede’s (1983) cultural dimensions theory as a conceptual framework, findings from this study indicated that asynchronous e-learning environments can become sites of struggle, and present barriers to the learning experience of adult learners from Nigeria. The literature reviewed for this study examined three main areas: culture and learning styles; e-learning and adult education; and epistemological diversity. Drawing from Connelly and Clandinin’s (2000) three-dimensional narrative inquiry space, stories of past educational experiences in Nigeria and of interactions in the asynchronous e-learning context in Canada were elicited from participants using open-ended semi-structured interviews. Data analysis was performed using a two-fold approach based on Polkinghorne’s (1995) narrative analysis and an analysis of narrative. By using this augmented approach, I aimed to give voice to the experiences of adult learners from Nigeria whose voices are rarely included in the literature on culturally responsive e-learning. Key findings from this study indicated that asynchronous e-learning can present challenges to adult learners from Nigeria as a result of three factors: unfamiliarity with using technology for higher education purposes; the reliance on written text for teacher, student, content interactions, and communication; and an increased requirement for self-regulation and self-directed learning that is complicated by distance education. Recommendations were offered to adult educators for designing and facilitation e-learning programs, as well as to culturally diverse adult learners for successful engagement in e-learning.