TOEIC is the most commonly used tool to assess people's English ability in Japan.As a result,it is not surprising that a great deal of e-learning content is designed specifically for TOEIC purposes,and many universities heavily integrate e-learning into their English curriculum with the hope of improving students' TOEIC scores.However,according to the data we have collected,e-learning does not bring immediate improvement in TOEIC results unless it is well managed and used with suitable target students.This paper reports how e-learning has been woven into the English curriculum in Shimane University,Japan and how we seamlessly blended e-learning in with our regular face-to-face teaching for the first year students.Students in e-learning blended classes achieved a big increase of average TOEIC score.This is believed to be a success in elearning integrated TOEIC preparation classes.Besides the objective data,subjective feedback from students also showed that elearning integrated classes were welcomed and well received by the students.This paper concludes that if e-learning for TOEIC is managed at institution level,the critical success factors are: 1)Clearly set learning goals for students.Completion of the goals should be taken into account in students' final assessment.2)Frequent outside classroom online communication between teachers and students.Students' emails should be answered immediately,and their online progress and performance assessed.3)Regular assessments in the form of mini-tests.4)Proper level of e-learning content and assignment workload for students.Although the above success and the factors behind the success are strongly supported by empirical data,we also face some challenges.The paper will also discuss these challenges.