The purpose of this study is to analyze whether self-directedness in learning has positive effects on employment readiness of undergraduates. The subject of this study has little precedent research and we generated a research model. This study shows the following results: First, intrinsic motivation factor of self-directedness in learning has a positive effect on employment readiness directly. Task-solving abilities in self-directedness in learning indirectly have positive effects on employment readiness through the mediating effect of intrinsic motivation. Second, the higher the achievement orientation undergraduates have, the more negatively affected the employment readiness of undergraduates is. It means that higher achievement orientation may encourage them to explore new career paths such as graduate school or youth startup not normal employment of companies. Third, this study has the following significance: We set up and proved the relationship between subordinate variables in self-directedness in learning of undergraduates and subordinate variables in employment readiness. We proved that the intrinsic motivation of self-directedness in learning is the most important factor to have a positive effect on the employment readiness of undergraduates.