This study presents a framework for understanding the factors influencing graduate students' online learning readiness using a modified Unified Theory of Acceptance and Use of Technology (UTAUT) model. A quantitative research method was adopted with data collected from 3,120 graduate students at the University of Ibadan. Structural Equation Modelling (SEM) was used to analyse the relationships among five constructs: technology self-efficacy, digital literacy, performance expectancy, and facilitating conditions. Age, gender and marital status were examined as moderators. Digital literacy emerged as the most significant factor influencing online learning readiness. Gender positively moderated the relationship between digital literacy and readiness as well as between performance expectancy and readiness. Age and marital status did not show significant moderating effects. The study confirms the critical role of digital literacy in preparing graduate students for online learning with gender further influencing this readiness. Institutions and policymakers should prioritize enhancing digital literacy and providing targeted support to foster inclusive online learning environments. Addressing these factors can improve students' transition and success in digital education platforms.