While Internet technologies have gradually transformed how news is produced and consumed, journalism schools have been challenged to match the online skills they offer with industry needs, in order to produce ‘online-ready’ graduates. This study explores the role of selected digital skills development factors (training content, training resources, students’ online habits, industry experiences and online attitudes) in mass communication students’ perceived preparedness for online journalism practice. The study employs a mixed-methods approach including a survey of 182 finalist mass communication students from five Rwandan universities, focus group discussions and a review of Online Journalism modules. Results showed positive correlations between the factors and students’ online journalism preparedness, with industry experiences, students’ attitudes to online tools and training resources having the greatest positive correlation. Although training content and online habits had positive relationship with students’ online journalism preparedness, these were statistically insignificant. Focus groups confirmed the importance of these factors in students’ online journalism preparedness but highlighted negative educator attitudes towards teaching social media to ‘digital natives’, inadequate content and facilities as online skills development barriers. Ultimately, practical industry experiences were considered critical in imparting relevant online skills for future journalists.