This study assessed learner readiness for applied real estate education among prospective and current learners in Uganda, with a focus on the specific skills, tools, and knowledge required to seize emerging market opportunities in the country's rapidly urbanizing property sector. A cross-sectional survey design was employed, involving a stratified random sample of 300 participants drawn from urban centers including Kampala, Entebbe, Jinja, and Gulu. Data were collected using a structured, pre-tested questionnaire comprising validated Likert-scale items across six readiness dimensions: real estate market knowledge, digital tools proficiency, financial literacy and valuation, legal and regulatory awareness, entrepreneurial and business skills, and communication and negotiation competencies. Univariate analysis characterized sample distributions and readiness score profiles; bivariate analysis using chi-square tests and Cramér's V examined associations between learner characteristics and readiness dimensions; and Structural Equation Modelling (SEM) was applied to delineate direct and indirect pathways through which background variables and sub-competencies predicted overall readiness. Findings revealed that the overall mean readiness score stood at 2.86 out of 5.0 (SD = 0.62), indicative of a moderate but sub-optimal preparedness level. Educational attainment, prior real estate exposure, and occupation were significant determinants of readiness across all dimensions. The SEM model demonstrated acceptable fit (CFI = 0.953; RMSEA = 0.048) and confirmed that entrepreneurial skills (β = 0.448) and financial literacy (β = 0.367) were the strongest predictors of overall readiness. The study concludes that structured, competency-based real estate education curricula are urgently needed in Uganda and recommends integration of experiential learning, digital training modules, and legal literacy components in future programme designs.