This master thesis is a qualitative case study of the implementation of a new Learning Management System (LMS) at the University of Oslo, focusing on experiences and perceptions of university staff. Through instrumental perspective, combined with socio-materialism as theoretical frameworks, we look at the interplay between the implementation of a digital platform and organizational context. The background outlines implementation of LMS as a modern trend for digitizing education and the importance of developing knowledge on how to implement these platforms as a mean for higher education institutions to reach their goals. The argument is that implementing of a new LMS affects most individuals involved in an organization, thus creating of increasing knowledge in this field. The research context is the implementation of Canvas at UiO where we answered the research question: What are key drivers and barriers for implementation of a Learning Management System? This thesis focuses on perceptions and experiences with the implementation process at the University of Oslo (UiO). These experiences give further insight into possible barriers and drivers for a successful implementation of an LMS, Canvas. There is limited research focusing specifically on LMS implementation in higher education. Through a comprehensive literature review, we give an overview of LMS research and implementation research as two distinct research fields. Further, we point at factors assumed to affect implementation and how these factors can be used for a broader understanding of drivers and barriers for implementation. Through a combination of ten semi-structured interviews with 12 individuals, available documents and a following meeting with the different informants, we tried to capture what faculties do to facilitate for implementation, the reason for the choices and the outcomes. These interviews were coded and aggregated through a comprehensive table, which resulted in two main topics: drivers and barriers to implementation. This thesis gives insights into the conditions for implementation showcased by drivers and barriers. For this implementation six drivers are mentioned: modelling previous success, motivating for change, and freedom in decision-making, pilot phase as a front-runner; support system and user satisfaction. For implementation barriers, three categories have been more prominent: integration challenges, resource shortage, and sudden introduction. We discuss our findings and implications for theory and practice, focusing on giving an applied knowledge in further implementation processes within a higher-education context.