Introduction: In nursing education, students are emboldened to identify their own learning needs in their journey of studying the course, evaluate self-motivation in acquiring new information, and process learning outcomes. This study determines the SDLR in terms of self-management, desire for learning, and self-control domains among nursing students at King Khalid University (KKU) Saudi Arabia. It includes female students enrolled in lower years. Materials and Methods: Descriptive-correlational methods were used to investigate the research. Frequencies, percentages, mean, and standard deviation were employed to measure and examine values using IBM SPSS statistics version 25. Fisher's exact test (FET) was utilized to explore the probability of associations between the participants' demographics and SDLR scales. The Spearman rho (rs) correlation coefficient was applied to analyze the strength of association between variables. The Cronbach's alpha (α) reliability coefficient for the translated tool was .829. Results: The respondents strongly agree they can be trusted to pursue their learning, being confident in their ability to search out information, and being disciplined. Wanting to learn new and enjoy and learn from their mistakes predominates their responses. In self-control, the respondents strongly agree they can find information, make their own decisions, and are responsible for their own decisions/actions. Age in years is statistically significant to the self-directed learning readiness scale. The variable on self-management vs. self-control shows a very high positive correlation. Conclusion: The self-directed learning readiness scale of students unequivocally places them to respond positively and develop more knowledge and skills embedded in the institution.