Background: Clinical education is the foundation of nursing education. Students can perform well in clinical settings because theory and practise are linked. The elements that limit the quality of the clinical experience are identified as practical training barriers. Aim:- The purpose of this study was to determine the obstacles to students' performance in practical training for maternal and neonatal courses. Design a correlational descriptive design. Suez Canal University is located in a technical nursing institute. Sample:. This study included 458 nursing students engaged in a maternal and neonatal health course.Tools::-Tool I. The evaluation of demographic data was included. Assessment of a practical training obstacle in a technical institute's lab. part 3: Evaluation of practical training barriers in obstetrics and gynaecology departments. Tool 2: An observational checklist for students' performance on four skills (abdominal examination, vaginal inspection, handling procedure, and perineal care). Result:-. The majority of the students  (97.4%) feel that the number of students in the lab is un adequate to spse in lab. In addition, (94.1%) of respondents said. A sufficient quantity of instructors to train students. Approximately( 83.8%). of students face hospital hurdles. The  students are not permitted to practise this operation by the doctor. In addition, (78.2% )percent of the students polled agreed on the availability of cases and the number of students. Conclusion:-. Apparently insufficient number of students to lab space was one of the impediments impeding student achievement in the lab. Hospital hurdles included the fact that the number of patients was insufficient in comparison to the number of students. Recommendation: It is suggested that open channels between technical nursing institutions and clinical training areas be established in order to promote learning during practical training and communication with nurses and physicians.