This study aimed at 1) examining the effect of college readiness on college success at the values of the rnmoderators; 2) analyzing how university quality assessment and university entry cutting scores are rnrelated to college readiness and college success; 3) comparing and contrasting the Ethiopian Prep rncurriculum with major college readiness curricula in the world, and; 4) studying how graduates rnexperienced college readiness. The study employed a mixed research design in which the quasi experimental and phenomenological research designs were used. All 2011 E.C./2019 G.C. rnundergraduate graduating year students from governmental Higher Education Institutions, the rnMinistry of Education officers, and the Ethiopian National Educational Assessments and Evaluations rnAgency officers were the populations. Both probability and non-probability sampling designs were rnused in sampling. Additionally, a graduate survey, a graduate interview, and document analysisrnmethods were the instruments of the study. The result revealed that the stronger effect of college rnreadiness on college success did not guarantee a higher probability of college success. Also, rnpromoting the conditional effect of college readiness on college success while heightening the rnprobability of college success is interpreted as a trait of a high-performing institution. The Ethiopian rnPrep courses have contradictions regarding the sources of the courses, the setting for delivery, and rnthe teachers who teach the courses. The Ethiopian teachers have a minor role in curriculum rndevelopment, and in reshaping the curriculum depending on the context. The Ethiopian Prep has a rnweaker relationship with universities in curriculum revisions and test development, and it does notrnbadge college readiness. International Baccalaureate and Advanced Placement examinations are rncomposed of both objective and subjective items, unlike the Ethiopian University Entrance rnExamination. Like college courses, Dual Enrollment coursesâ€™ assessment is based on course grading. rnRemediation is inappropriately used, and the elements of the ecosystem are loosely integrated withrnbuilding college readiness in Ethiopian education.