Student-facing learning analytics (SFLA) empower students to take responsibility for their own learning. Increasingly, higher education institutions (HEIs) are implementing SFLA to enable students gain insight into their own learning process. However, successful implementation depends on whether students embrace them. Hence, gaining insight into what will drive students’ acceptance of SFLA is important for both designers and HEIs. The study investigated the effect of students’ technology readiness on acceptance of SFLA by integrating technology readiness (TR) and technology acceptance model. Data collected from undergraduate students was examined using Structural Equation Modeling. Optimism and innovativeness were found to have a significant positive influence on perceived usefulness (PU), perceived ease of use (PEOU) and behavioral intentions, while insecurity and discomfort had a negative effect on PEOU but not on PU and behavioral intentions. Therefore, optimism and innovativeness should be reinforced while minimizing insecurity and discomfort to enhance students’ intentions to adopt SFLA.