Background: cooperative learning is a form of learning, in which nursing students are actively involved in the teaching-learning process Aim of this study is to evaluate the effect of jigsaw learning strategy on maternity nursing students' theoretical achievements. Sample Type: simple random sample. Research design: Quasi-experimental design was used in this study. Setting: at the Faculty of nursing in Kafr-elsheikh University. Sample size: Total sample size was one hundred and fifty (150) students. Those students were divided into two groups, control group (75) and study group (75), Data was collected by: 1) A self-administered questionnaire. 2) Student's knowledge assessment questionnaire (pre-post-test), and 3) Students' Opinion Sheet. Results: the result of the present study findings revealed that there was a significant difference between both groups regarding the students' theoretical achievements (post & follow up) as students' theoretical achievement scores were higher among study group compared to control group at post and follow up test. Conclusion: Jigsaw learning strategy is effective in enhancing maternity nursing students' theoretical achievements. Recommendations: apply jigsaw learning strategy as a teaching method in theory and practice of all nursing academic courses.