This paper focuses on the adoption of Massive Open Online Courses (MOOCs) in the Libyan university environment. MOOCs have become a much-discussed phenomenon in the online learning world, and can provide learning opportunities for large numbers of students from anywhere, as long as they can access the course materials through the Internet. With the growing trend towards online education, implementation models have become important to examine the factors affecting adoption processes. Although MOOCs are of growing importance in Higher Education Institutes (HEIs) in general, their adoption and implementation still face many challenges in Libya. The aim of this paper is to establish the existing level of adoption of MOOCs in one Libyan university, and identify the factors that are impeding the take-up of this form of education. The research adopts a qualitative approach, focusing on a case study of the University of Misurata, where a survey and interviews were undertaken. This has produced new insights that can guide future strategy and operational plans for adopting or improving existing MOOCs adoption processes in Libya. A multi-dimensional model was used to map and assess the MOOC adoption process. The research findings can benefit online learning facilitators and policymakers by increasing the successful implementation of MOOCs.