Background: Peer learning in the context of nurse education has been widely used within the simulated clinical skills environment, utilizing junior and senior student nurses. It supported the acquisition of new clinical skills for junior students, whilst senior students consolidated teaching skills. Furthermore, peer learning in undergraduate nursing education has resulted in enhancements in student's skills of communication, critical thinking and self-confidence particularly in theoretical settings. Objective: to assess of Damanhur technical institute of nursing students' knowledge, skills and attitudes after application of peer learning strategy. Settings: The study was conducted at Obstetrics and Gynecology skill lab at Damanhour Technical Institute of Nursing ,which affiliated to General Organization for Teaching Hospitals and Institutes. The subjects of this study were included the last academic year nursing students,(n=60), throughout the academic year (2022-2023), they were divided into two equal groups. Control group (n=30), while The study group (n=30). Tools: Three tools were used by the researcher in order to collect the required data from the study subject. Tool (I): Student's Clinical Evaluation Checklist: it consist of 2 parts Part (I): Socio- demographic data. part (II): Abdominal Examination Knowledge Assessment Questionnaire. Tool (II):Student's Clinical Evaluation Checklist. Tool (III): Nursing Student's Attitude toward Peer Learning Questionnaire. Results: It was shown that there was a statistically significant difference in knowledge and clinical performance scores concerning the abdominal examination during pregnancy procedures among the study and control group, where the study group was satisfied and have positive attitude toward peer learning strategy. Conclusion: Peer learning strategy is a more effective strategy in the improvement of nursing students' knowledge and practice than traditional learning method, it is beneficial in supporting students' confidence and team working skills. Recommendations: Implement of peer learning strategies in both classrooms and clinical settings to increase students' knowledge level and clinical performance. Ministries of Education and school authorities should sponsor teachers to attend conferences, seminars and workshops to update their knowledge on current pedagogies in science classrooms