This study explores the relationship between student readiness for online learning and its impacts on engagement, satisfaction, and academic achievement in Indonesian higher education. Using a mixed-methods design, the quantitative phase employed Structural Equation Modeling (SEM) to reveal that online learning readiness significantly affects student engagement and satisfaction, though its direct effect on academic achievement is weaker. Engagement emerged as a key intermediary that enhances academic outcomes when students are well-prepared for online learning. Qualitative insights further highlighted the importance of technological competence and self-directed learning. The study emphasizes that fostering both technological and pedagogical readiness is crucial for enhancing engagement and satisfaction, thereby indirectly improving academic performance. These insights provide practical guidance for educators and policymakers to optimize online learning frameworks in similar contexts.