Students' readiness for e-learning is necessary in order to make the e-learning process more effective. Readiness for e-learning refers to the degree of having pre-knowledge and skills, and affective characteristics such as the necessary attitude and motivation to experience this process most effectively. Academic orientations of the students also contribute to their perception of the quality of the learning process in online learning environments. Furthermore, elearning creates a learner-centered learning approach that might be contrived to personal goal orientations. Hence this study aims to identify the relationship between achievement goal orientations and the e-learning readiness level of the students. Data were collected from 457 university students enrolled in a public university in Turkey. The University Students' E-learning readiness Scale and 2X2 achievement goal orientation scale were used as the data collection tools. A canonical correlation analysis (CCA) was performed to analyze the data. This study revealed that there is a statistically significant relationship between e-learning readiness and achievement goal orientations of the students. Three of the four canonical correlations were statistically significant which indicates that variables' linear combinations were related.