This paper explores whose interests count and whose interests should be considered in the adoption of technology-enhanced or e-learning in higher education (HE). We look at three key actors in the UK context, which we perceive as a policy-driven system. First, we examine the HE sector and the influential reports by UCISA, JISC and Becta. Second, we look at the response from a post-92 university in relation to its key corporate objectives, mission statements and the outcome of its HEA technology-enhanced learning benchmarking exercise and resulting targets. Third, we report on findings from our research, involving a focus group and online surveys, on staff and students’ actual experience of technology-enhanced learning. The findings challenge the university’s and the government’s policy targets.