An increasing number of undergraduate students’ enrolment and high capability of technology advancement contribute to an enormous change in the teaching and learning perspectives. It has led to an evolution in the educational fi eld. Traditional teaching strategies are no longer favourable and have been traded with web-based technology teaching strategies. This new style of teaching strategy demands a high level of students’ responsibilities’ to be more independent and highly self-directed and motivated towards their own learning. In other words, they must be andragogy oriented. This study attempted to investigate the readiness level among undergraduate students towards web-based technology learning. The main purpose of this work is to identify whether undergraduate students who are categorized as young adults are andragogy oriented individuals. The questionnaire used in this study is based on Malcom Knowles adult learner assumptions. The instrument was validated and the alpha coeffi cient reliability index obtained using Cronbach method was 0.94. The results indicated that half of undergraduate students possess andragogy characteristics, whereas the remaining is still beyond andragogy characteristics. It is also demonstrated that almost 70% of the students exhibit adult characteristics in self-directed, readiness to learn and motivational level assumptions, whereas for the criteria of need to know and experience assumptions, around 50% of the students are still beyond andragogy orientation. The outcomes demand the lecturers to be more responsive and receptive on students’ readiness levels towards the web-based technology learning in association to their teaching strategies.