Purpose: This study investigated the effect of structured preclinical self-practice on learning motivation, learning engagement, self-directed learning ability, and practice satisfaction among nursing students. Methods: The participants comprised 50 students – 25 each in the experimental and control groups. The intervention was performed from March 20 to May 30, 2018. The experimental treatment comprised structured preclinical self-practice. Data were analyzed using the Shapiro-Wilk test, Fisher’s exact test, Fisher-Freeman-Halton exact test, Mann-Whitney U test, ANCOVA, and ranked ANCOVA with SPSS Statistics. Results: There were no statistically significant differences between the experimental and control groups in learning motivation (F=2.37, p=.130), learning engagement (F=4.87, p=.033), self-directed learning ability (F=0.26, p=.616), and practice satisfaction (F=1.70, p=.199). Conclusion: These findings can guide the design of effective self-directed practice. On the basis of these results, further studies are recommended to refine both research design, and the implementation of self-directed practice through repeated investigations.