Academic motivation and academic self-efficacy are introduced among the main factors that affect students' academic success. Perceived social support concept is another critical factor that can ease adjustment issues faced by nursing students during their learning experience Aims Assess the academic motivation, academic self-efficacy and perceived social support among undergraduate nursing students and investigate the relationship between them. Design A descriptive correlational design was used in this study Setting The study was conducted at the Faculty of Nursing, Alexandria University Subjects A representative sample of 400 undergraduate students Tools A Socio-demographic and Academic Data Questionnaire, Academic Motivation Scale-College Version (AMS-C 28), Academic Self-Efficacy Scale (ASE) and Multidimensional Scale of Perceived Social Support (MSPSS) are standardized tools Results It was revealed that 75.0% and 51.2% of students had moderate levels of academic motivation and academic self-efficacy respectively, and 65.0% of them had a high level of perceived social support. A statistically significant positive relationship was found between academic motivation, academic self-efficacy, and perceived social support (p < 0.001) Conclusion Most of the studied nursing students had moderate levels of academic motivation, academic self-efficacy, and a high level of perceived social support. Students' academic motivation, academic self-efficacy, and perceived social support are significantly and positively related to each other. Finally, as time goes on, their academic self-efficacy is significantly decline gradually Recommendations Providing continuous adequate and constructive feed­back to students about their academic performance is needed in order to motivate them, and future studies are needed to investigate which factors can affect nursing students' academic motivation, academic self-efficacy and perceived social support.