Learner readiness constitutes a foundational yet frequently underexamined dimension of educational quality in Ugandan higher education. This study investigated learner readiness for skills acquisition, tool proficiency, and knowledge application among undergraduate students enrolled in accredited universities in Uganda, with a particular focus on the misalignment between theoretical instruction and practical preparedness. A crosssectional quantitative design was employed, drawing a stratified random sample of 412 undergraduate students from four purposively selected public and private universities in the central and western regions of Uganda. Data were collected using a structured self-administered questionnaire comprising validated scales for cognitive readiness, digital tool proficiency, attitudinal engagement, and perceived institutional support. Analytical procedures encompassed univariate descriptive statistics, bivariate inferential analyses including Pearson correlation and chi-square tests, and confirmatory Structural Equation Modelling (SEM) implemented using maximum likelihood estimation. Results revealed that only 38.1% of respondents demonstrated high overall learner readiness, with digital tool proficiency registering the lowest mean score (M = 2.74, SD = 0.81). SEM findings confirmed that institutional support (β = 0.47, p < 0.001) and attitudinal engagement (β = 0.39, p < 0.001) were the strongest direct predictors of learner readiness, while cognitive readiness partially mediated the relationship between institutional support and overall readiness (indirect effect = 0.18, 95% CI: 0.11–0.26). Chi-square analyses indicated statistically significant associations between learner readiness categories and both gender (χ² = 14.32, df = 2, p = 0.001) and university type (χ² = 18.67, df = 2, p < 0.001). These findings underscore the urgent need for curriculum reforms, investment in digital infrastructure, and targeted pedagogical interventions that bridge the persistent theory-practice gap in Ugandan higher education institutions.