The current study examined adults’ readiness for online learning in the Czech Republic (n = 258) and in Latvia (n = 200). The study searched for answer to two research questions: 1) in what way the governmental policy has supported information society forming and development in the Czech Republic and in Latvia, 2) what is the rate of adults’ readiness to learn online in the Czech Republic and Latvia and what differences in answers can be found according to demographic characteristics of respondents. The paper describes countries’ information society development strategy and ICT education policy and compares the results in the Czech Republic and Latvia. The outcomes of the study show that there is no statistically significant difference in adults’ readiness to study online between both countries, there is no statistically significant difference between genders, places of living. Statistically significant differences among age groups in variable “digital skills” were found among age groups. Also statistically significant differences were found in relation to completed online learning courses – people, who had enrolled and completed online learning courses previously, had significant higher rate of “Readiness to study online”. This was observed both in Latvia and the Czech Republic.