Along the rapid development of Information and communication technology (ICT) tools and growth of Internet access offer opportunities that facilitate teaching and learning activities in the context of higher education. However, the study of ICTs readiness and acceptance in Somalia higher education is meagre. This research aims to examine the current state of ICT readiness among university students and explores the factors that affect their readiness acceptance. It proposes an extended model, based on the Technology Acceptance Model (TAM), which explains how University students beliefs influence their readiness to accept ICT applications in their learning. Survey responses of 304 students from undergraduate and Graduate in Somalia higher education were collected and analyzed using structural equation modelling. The results of the data analysis demonstrated that the TAM explained university students readiness acceptance of ICT applications reasonably well. More specifically, perceived usefulness, Ease of Use, ICT Selfefficacy, Teaching-Learning autonomy, Students Optimism and Availability of ICT infrastructure are robust predictors of Students ICT readiness acceptance. Results also showed that internet affordability, network speed and quality, innovativeness, discomfort and insecurity do not have a meaningful effect on perceived usefulness and Ease of Use towards ICT readiness acceptance. Through the empirical results, this study helped us understand why students choose to engage in ICT applications for their learning context. Keywords: ICT readiness acceptance, Higher education,Teaching- Learning, Technology Acceptance Model