Background: Self-directed learning is more expected over the continuum of healthcare education globally. Clinical reasoning also is a basic competence for the nursing students. It is emphasized in nursing education. Both selfdirected learning and clinical reasoning involve knowledge-cognition or reasoning integration; using of metacognition during the learning or reasoning process. The aim of the study: This research aims to examine the relationship between self-directed learning and clinical reasoning of nursing students at Faculty of Nursing in Suez Canal University. Design: is descriptive correlational design. Setting: Faculty of Nursing in Suez Canal University. The sample of the study: 356 students at the faculty of nursing in Suez Canal University. Tools: Two tools is utilized. Tool (1) is Self-Rating Scale of Self Directed Learning (SRSSDL). Tool (2) is Nurse Clinical Reasoning Scale (NCRS). Results: The mean score of self-directed learning readiness is 242.91± 35.9. The mean score of clinical reasoning is 58.96 ± 10.29. There is a moderate positive correlation between self-directed learning readiness and clinical reasoning (r=0.661, P value < 0.001). Conclusion: This study revealed that there is a moderate positive correlation between self-directed learning readiness and clinical reasoning. Recommendations: For enhancing both self-directed learning and clinical reasoning, the Faculty of Nursing in Suez Canal University should maintain and develop problem based learning strategy