This paper investigates factors affecting the perceived readiness for online collaborative learning (OCL) of a sample of 86 mathematics teachers from 12 secondary schools. Descriptive analysis, factor analysis, confirmatory factor analysis and structure equation modeling were used to analyze the data. A moderately fit model was generated and able to inform that time constraint and insufficient access to technology such as computer and the Internet were confirmed to be the two impediments to OCL as perceived by the teachers. Besides, a new factor emerged, namely the factor of new learning paradigm, has shown positive impact on the teachers' perceived readiness for OCL. A majority of them agreed that school principal, training and guidance on OCL play an important role to support the implementation of this novice approach in schools. (Contains 2 figures and 4 tables.)