Aim: This study aimed to determine the effect of nursing students' selfefficacy levels on nursing education stress. Methods: The sample of the descriptive research comprised 246 undergraduate nursing students who agreed to participate in the study. In the collection of data, the Introductory Characteristics Information Form for Students, the Nursing Education Stress Scale, and the General Self-Efficacy Scale were used. The data were analyzed with descriptive statistics, independent sample t test, ANOVA, Kruskal-Wallis test, Pearson correlation, and multiple regression. Results: This study showed a significant negative correlation between the total score of the General Self-Efficacy Scale and the Nursing Education Stress Scale at the weak and advanced levels (p<0.05). The total scores from the independent variables of gender and class and the General Self-Efficacy Scale were found to be related factors in predicting the total score on the Nursing Education Stress Scale (p<0.05). Conclusion: As a result of the study, it was determined that as the general self-efficacy levels of the nursing students increased, their educational stress levels decreased. It is recommended that students be evaluated for the type and degree of stress and for the ways of coping with stress during their education.