This paper aims to present the level of readiness of Senior High School Students in Sorsogon City for 21st-century Literature. It utilized a descriptive developmental method in which the main instruments used were proficiency test which covered (5) competencies from the subject’s curriculum guide and a checklist for their reading habits, reading preferences and reading resources. An unstructured interview was also utilized to validate the findings. A total of 150 respondents participated with 30 randomly selected representatives in each SHS track i.e. ABM, STEM, TVL, GAS, STEM and HUMMS. The tests were focused on the level of readiness of the students to the subject in terms of the selected competencies, factors affecting their readiness and if there is a significant difference when grouped according to strand. Based on the findings, it was concluded that Senior High School students in Sorsogon city are academically not ready for 21st-century literature. Their higher-order thinking skills such as analyzing, interpreting and applying and creating is low and needs attention, and that regardless of the strand, SHS students need to review literary competencies as it affects their level of readiness to the subject. A training matrix for the learners was proposed to enhance their writing and reading skills to gain a higher level of readiness for the 21st-century literature subject.