Despite its promise, numerous challenges have hampered the implementation of e-learning in developing countries. This study examines the e-learning readiness of public secondary schools in Palestine focusing on aspects that present as strengths and challenges. Following a review of the literature, an e-readiness instrument was developed which relied upon an assessment suggested by Akaslan and Law. Teachers (n = 644) in public secondary schools in 11 directorates across the West Bank region completed the assessment and several e-learning and education experts and professionals were interviewed. The overall readiness was found to be at a Level 3, Ready but needs few improvements based on Aydin and Tasci's assessment model. Perceived Usefulness was found to possess the highest level of readiness, whereas Content Availability the lowest. The findings provide implications on the adoption of e-learning in public secondary schools including a conceptual framework for understanding e-readiness in developing countries.