In many developing economies, school systems are increasingly expected to develop not only academic achievement but also career readiness and innovation capacity. Sri Lanka’s ongoing education reforms position Grades 10 to 11 as a critical stage for career readiness and introduce entrepreneurship related learning within the revised senior secondary pathway. However, Uva Province has limited digital exposure and records the lowest computer literacy rate among all provinces (26.5%), which may constrain students’ readiness for technology based entrepreneurship. This study measures the current level of technopreneurial intention among Ordinary Level students in Uva Province and examines how technopreneurial related activities, technopreneurial self-efficacy, and technopreneurial motivation influence technopreneurial intention, to provide evidence that can guide curriculum and co-curricular reform in resource constrained school contexts. A province wide questionnaire survey covering all ten education zones of Uva Province was conducted with 4,105 students, and the proposed relationships were tested using structural equation modeling. The results indicate that all three factors have significant positive effects on technopreneurial intention. Technopreneurial motivation shows the strongest influence, followed by technopreneurial related activities, while technopreneurial self-efficacy shows the weakest effect. These findings suggest that education reform efforts aimed at building future ready learners should prioritize motivational drivers, expand hands on technology and innovation activities, and strengthen students’ confidence to perform technopreneurial tasks. By providing baseline evidence aligned with the government’s direction to integrate technology and entrepreneurship in schooling, this study offers practical direction for strengthening school to innovation pathways and supporting future education reform initiatives in Sri Lanka.