This study investigates the level of e-learning readiness among students from diverse backgrounds at a prominent Malaysian higher education institution. Emphasizing a blend of face-to-face and online learning, the study gauges students' preparedness across six dimensions: technological skills, usage, availability, self directed learning, computer efficacy, and attitudes toward blended learning. Using the Blended Learning Readiness Engagement Questionnaire (BLREQ) and analyzing results with the WINSTEPS Rasch model, the research explores demographic influences such as age, gender, ethnicity, field of study, and education level on e-learning readiness. The findings highlight significant demographic variations, suggesting that while students display basic readiness, improvements in areas like self-directed learning are needed. This research emphasizes the importance of understanding student diversity in readiness for e-learning, with implications for policy and practice in higher education.