Background: The public's expanding health demands have prompted ongoing reform of nursing education in recent years, with a greater focus on developing students' professional abilities. It is widely acknowledged that nursing competence is essential to the delivery of professional nursing development. In order to provide excellent nursing services, the students must possess a strong enough sense of motivation to continue their education and learn a significant quantity of abilities and knowledge. Aim: to assess the role self-efficacy and academic motivation in the formation of professional identity among technical secondary school nursing students. Design: A descriptive correlational design was used to perform the study. Methods: Utilizing three tools namely; General Self-Efficacy Scale (GSES), Academic Motivation Survey (AMS), and Professional Identity Questionnaire for Nursing Students (PIQNS). Results: The majority of nursing students exhibit a high level of self-efficacy and most of them had an excellent level of academic motivation. About 75.6% of the studied nursing students had a high level of professional identity whereas 55.6% exhibit moderate level. Conclusion: There are highly statistically significant positive relations between self-efficacy and professional identity. Additionally, there are highly statistically significant positive relation between academic motivation and professional identity. Also, there is a highly statistically significant positive relationship between self-efficacy, academic motivation and professional identity among the studied secondary nursing students. Recommendations: improve educational environment that increases self-efficacy and encourage academic motivation this in turn support professional identity formation among nursing students.