The use of technology in or beyond classrooms has created a stupendous paradigm to bring down the classroom walls and open up for new and unique learning opportunities. With the plethora of materials and rich learning object repositories, LMSs gripped attention of many educational institutions in different levels. Although LMS has been heralded as a great platform to support learning, the impact of it on student achievement has always been under question. Therefore, the aim of this study was to investigate the relationship between university students’ achievement in an English preparatory program and the use of LMS in language learning process. In a mixed-method design, quantitative data were collected from 321 students in the School of Foreign Languages, and qualitative data were gathered from interviews with 30 randomly selected students. The results revealed that the use of LMS had a much greater impact on midterm exams than the proficiency exam although it had an effect on both. The analyses of the interviews indicated that participants had mostly positive attitudes towards the use of LMS as they thought it contributed to their language learning processes.