Background: learning obstacles are used to describe problems that hinder learning and lead to learning deficits. Additionally, clinical education is an essential part of the nursing education program; Aim of the study: This study aimed to assess obstacles in the learning process among nursing students in the Faculty of Nursing at Helwan University. Research Design: A descriptive correlation design was utilized. Setting: This study was conducted at the Faculty of Nursing, Helwan University campus. Subjects: A convenient sample of (437) nursing students in 3^rd & 4^th grades. Data Collection Tools: Two tools were used to collect data in this study. The first tool was the Learning Process Obstacles Structured Interview Questionnaire. The second tool was the Learning and Clinical Environment Obstacles Structured Interview Questionnaire. Results: 61.6% of the studied nursing students perceived a mild level of learning process obstacles, and 57.9% of the studied nursing students perceived mild learning and clinical environment obstacles. Conclusion: There was a highly statistically significant relation between learning process obstacles and learning & clinical environment obstacles. Additionally, there was a highly statistically positive correlation between learning process obstacles and learning & clinical environment obstacles among the studied nursing students. Recommendations: Develop a nursing curriculum in which the nursing students are actively involved in their education and training plans. As well as arranging an advisory committee for the teaching staff and the clinical partners' leaders to discuss how the academia and practice can work together optimally to improve the nursing students' education, training, and experience.