This paper is based on the premise that little attention has been paid to learner preparedness for online language learning. We synthesized research on the broader topic of learner readiness for online learning, and attempt to apply those insights to the language learning context. Based on previous work, the demographic variables gender, student level, age, nationality, and area of study and the nondemographic variables learner autonomy, computer self-efficacy, attitude towards online learning, motivation, and English language self-efficacy are proposed as possible indicators of preparedness. A self-assessment survey tool was prepared, piloted, and then applied to a sample of 92 students.