Background: Self-directed learning readiness is considered to be highly personalized as well differs significantly between learners in different programs found in higher education so definite abilities, attitudes as well personality characteristics are required for self-directed learning. Aim: this study aimed to assess undergraduate nursing student's readiness for self-directed and E-learning. Subject and Method: Design: descriptive design was used in this study. Setting:  study was conducted at the Faculty of Nursing, El- Fayoum University. Subjects: subjects of the present study included representative sample from the four academic years. Tools: Data for this study were collected by using two tools namely; self-directed learning readiness questionnaire and E-learning readiness questionnaire. Results: more than three quarter (77.3%) of under graduate nursing students had high level of self-directed readiness. While less than half (43.6%) of them had moderate readiness level for E-learning. And there was a highly and positively statistically significant correlation between self-directed learning readiness dimensions and total electronic learning readiness Conclusion: there was a highly and positively statistically significant correlation between self-directed learning readiness dimensions and total electronic learning readiness. Recommendations: Conduct training sessions for educators to enhance their ability to transform traditional lectures into diverse multimedia formats. Enhance students' understanding and knowledge about the concept and significance of E-learning through increased awareness campaigns and educational initiatives.