Objective: An individual’s desire for effective learning, self-directed learning, and achieving professional success influences their level of motivation. The purpose of this study was to investigate the relationship between level of professional motivation and self-directed learning skills in nursing students. Material and Methods: This study was designed as cross-sectional type. The study was conducted with 567 nursing students in the Ankara University Faculty of Nursing between September 2017 and June 2018. Data were collected using a questionnaire consisting of a Student Information Form, the Motivation Sources and Problems Scale, and the Self-Directed Learning Skills Scale. After obtaining permission from instructors in the department of nursing, the study was carried out by the researchers at the beginning of classes. Results: The mean score of the Motivation Sources and Problems Scale of nursing students was 83.33±13.14 and the Self-learning Skills Scale mean score was 76.38±12.75. There were statistically significant, moderate positive correlations between the nursing students’ mean Motivation Sources and Problems Scale and their mean Self-Directed Learning Skills Scale scores (r=0.626; p=0.001). Conclusion: It was determined that as the mean total professional motivation score of the nursing students increased, their self-directed learning skills increased.