Background: Self-directed learning a vital educational principle in higher education that promoted by various institutions due to its value in developing professionals to become lifelong learners. Additionally, self-direction plays an emphasized role in online learning environments. Aim:The aim of this study to explored the impact of self-directed learning readiness on online learning engagement among nursing students. Design: A quasi-experimental research design used in this study. Setting: This study was conducted at Faculty of Nursing of Fayoum University on the first grad students. Subjects: A convenience sample, the total subject at the time of collecting data were (n=240) of the first grade students have or have no readiness to apply online learning engagement. Tools of data collection: Data were collected using two tools; (I): Self-directed learning readiness questionnaire and (II):Student online learning engagement scale. Results: It shows was a highly statistically significant positive correlation between cumulative self-directed learning readiness and online learning engagement during, pre and post & three months follow up among the studied nursing students. Conclusion: There was a highly statistically significance positive correlation between self-directed learning readiness and online learning engagement among the studied nursing students. Recommendations: Develop training programs regarding self-directed learning readiness and online learning engagement to maintain satisfactory level of nursing student.