In this study, we interrogate the Learning Cultures of Peace Leadership and Conflict Resolution Postgraduate learners in their quest for higher education within the University of Zambia using the Learning Management System. The thrust of the study is on learning cultures of digital immigrants in technologically mediated postgraduate distance learning mode to inform the development of learner responsive services. The study rides on Hermeneutics Phenomenology approach to elicit lived experiences of seventeen (17) purposively selected year two students. The study approach is well suited as it empowers Digital immigrants to voice out their lived realities while following the digital mediated Masters of Science in Peace Leadership and Conflict Resolution Programme to forge best ways of harnessing their learning opportunities. The findings reveal that whereas learners have migrated to the Learning Management System, their learning culture is profoundly still in the print age as they keep on requesting for print based educational resources. Secondly, there is limited interactivity among learners and between learners and their learning facilitators, negating the very essence upon which the Learning Management System has been created. This state of affairs has had a bearing on their motivation to engage effectively in the actual learning process as informed by Moore’s theory of Interactivity and Siemens’ theory of Connectivism. To this end, the study recommends that learners are effectively oriented in the use of digital resources to empower them as they exploit the available educational opportunities. Additionally, there is need to strengthen capacity building mechanisms in order to bridge the gap between the learners and the learning facilitators.