Private universities in Kenya are crucial for enhancing access to higher education and fostering academic innovation, yet they struggle with financial pressures, declining enrolment, and operational inefficiencies. The adoption of technology, especially e-learning platforms and enhancing staff digital skills, is vital for overcoming these challenges, though the impact on institutional performance requires further empirical investigation. This study assessed the influence of the adoption of e-learning platforms and digital capacity building for staff on the performance of private universities in Kenya. The study was anchored on the Technology Acceptance Model and Dynamic Capabilities Theory. A descriptive research design was adopted. The study targeted 32 chartered private universities, with Deputy Vice Chancellors, Directors, and Heads of Departments as respondents. The study used a census approach to collect data from 96 respondents. Data were collected using structured questionnaires and analyzed using descriptive and inferential statistics in SPSS version 26. The findings showed that adoption of e-learning platforms positively and significantly influenced university performance (β = 0.059, p = 0.028), while digital capacity building for staff also had a positive and significant influence (β = 0.505, p < 0.001). The study concludes that strengthening e-learning adoption and staff digital capabilities can enhance the performance of private universities in Kenya. The study recommends strengthening e-learning platforms and implementing continuous digital capacity-building programmes for staff to enhance institutional performance.