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With the Covid-19 pandemic, both schools affiliated with the Ministry of National Education (MoNE) and in higher education institutions have switched to online distance education in Turkiye, as in the rest of the world. One of the most critical factors in the effective and efficient exe-cution of this practice is academic staff readiness for e-learning. By including multiple variables, this study investigates, the e-learning readi-ness of the academic staff teaching at a state university. The study adopts the survey design, and its research group is formed by academic staff working in a state university in the 2019-2020 academic year. 308 out of 576 academic staff working at the university voluntarily participated in the research. The data were obtained though the "Personal Information Form" and the "E-learning Readiness Scale of Academic Staff." The findings show that the level of academic staff readiness for e-learning is at a medium level. Considering the gender variable, male lecturers have a higher self-efficacy in information and communications technologies use and self-confidence in e-learning. Furthermore, the e-learning needs of 24 to 31-year-olds are more compelling than those of 48 and above. Academic staff at the Faculty of Education are more ready to e-learn than those at the Faculty of Literature. It is concluded that academic title and education level do not make any difference in e-learning readiness. In accessing the internet, the self-efficacy perceptions in information and communications technologies use of the academic staff that uses laptop computers are more positive than those who use desktop computers. Those developing their computer and internet use skills with the help of others have stronger e-learning needs than those who developed them through university courses. Various suggestions are made in line with the findings of the research.