Many institutions are moving toward the adoption of virtual learning technologies. Learning analytics adoption is one of the rapidly growing technologies to report data left as digital footprints by students in E-learning environments so that the quality and value of their learning experience can be improved. The aim of this study was to evaluate readiness level for adoption of Learning Analytics to support Technology- enabled learning in universities in Kenya. The case study research design was used. Simple random sampling and purposive sampling techniques was used. The sample size for this study was 379 students while teaching staff were selected purposively This study used questionnaire as data collection tool from students and an interview schedule to collect opinion from teaching staff. The validity of the tool was tested using IT experts while the reliability was realized through use of Cronbach’s alpha internal consistency coefficient. Findings from the data collected indicate that most respondents agreed that there is readiness on adapting Learning Analytics. This shows that Learning Analytics is usable, there’s management support, availability of finances to support Learning Analytics adoption, and adequate system integration to give room for the adoption of learning analytics tools with the existing systems. Universities will benefit from enhanced market analysis, improved adapted learning environment, analyzed career consulting based on student data, minimize students’ drop-out from classes and supported decision making.