This study set out to conceptualize and empirically establish the determinants and consequences of student readiness for e-learning co-production in the context of higher education institutions in developing countries. Using an online systematized questionnaire and structural equation modeling, data were collected and analyzed from 317 university students in Ghana. The analysis of the findings identified firm resource commitment, student resource commitment, task socialization, self-efficacy, motivation, and effective communication as the determinants of student readiness for e-learning co-production and student satisfaction as its consequence. The findings provide higher education managers with the critical factors for enhancing students' readiness for e-learning co-production. It also provides higher education policymakers with the strategic factors when assessing institutions as well as developing and implementing national policies on higher education e-learning. For academic researchers, this study was limited to the Ghanaian context, thus, limiting the robustness of the conceptual model and the ability to generalize the findings to another cultural context. Thus, future studies should undertake a cross-national comparison between developed and developing countries.