The self-directed learning (SDL) ability of medical stu­dents is the crux of life­long learning for sounder patient care. The purpose of the study was to assess the readiness for SDL of phase I undergraduate medical students, evaluate the influence of sociodemographic factors on their readiness and appraise the perceptions of students and faculties about the structured SDL sessions. This study was a cross-sectional mixed method study. The self-directed learning readiness assessment of students was done with Abridged Fisher’s SDL readiness scale. The influence of sociodemographic factors on self-directed learning readiness was analyzed with multiple linear regression taking p<0.05. Students’ feedback evaluation by Satisfaction index of Likert scale question responses and thematic analysis of answers from open-ended questions were performed. The mean value of SDL readiness score of phase I MBBS students derived in this study was 111.56±17.44; 63.0% of students had self-directed learning readiness scores above average, 33.0% average and only 4.0% below average. Among the sociodemographic factors, only student’s self-confidence was significantly related to the self-directed learning readiness score (Beta = 0.272, p=0.003). Students expressed their satisfaction with the SDL sessions promoting vital skills for life-long learning. The study revealed that the phase I MBBS students had optimum SDL readiness. Sociodemographic factors do contribute in influencing SDL readiness (SDLR). SDL sessions nurture vital skills for lifelong learning. Students willingly engage in SDL if facilitated by faculties in a structured fashion. SDLR assessments in postgraduate medical education can unveil how medical training metamorphoses health professionals into lifelong learners.