This study investigates student readiness for self-directed learning and its impact on academic performance. Changes in course delivery and modality have been widespread due to governmental mandates. Courses that were traditional face-to-face or blended learning moved to online learning. In this study, survey data from 350 upper-level business students at an AACSB accredited institution were collected prior to and after the online teaching mandates. This data measured students' level of self-directed learning readiness compared to their final grade percentage. An analysis of overall self-directed learning readiness, the sub-scales of self-management, desire to learn, and self-regulation, course content, and course modality was conducted. The results showed a significant correlation between the self-management sub-scale score and the final grade percentage. No significant differences were found for the other comparisons or demographic data. The results may allow students and faculty to improve self-management behaviours before or early in the course semester to improve learning and academic performance.