Purpose: The purpose of this study was to investigate self-directed learning and critical thinking disposition which influence clinical competence in nursing students. Method: As a descriptive study, a total of 271 third year students were recruited from a nursing college in Daegu. A structured questionnaire was self-administered from June 7, 2011 to June 10, 2011. The data were analyzed using SPSS/WIN version 12. Results: In self-directed learning, there were significant differences in gender (t=2.26, p=.025), satisfaction of major (F=7.77, p=.001), and satisfaction of clinical experience (F=10.39, p<.001). Critical thinking disposition differed in gender (t=2.82, p=.005). Moreover gender (t=4.00, p<.001), satisfaction of achievement (F=6.50, p=.002), satisfaction of major (F=4.24, p=.015), and satisfaction of clinical experience (F=9.54, p<.001) differed with clinical competence. Clinical competence was positively related to self-directed learning (r=.45, p<.001) and critical thinking disposition (r=.51, p<.001). According to the result of multiple regression, critical thinking disposition (t=5.80, p<.001), satisfaction of achievement (t=3.33, p=.001), gender (t=2.93, p=.004) and self-directed learning (t=2.35, p=.019) were significant factors of clinical competence explaining 33.0% of the variances. Conclusion: Critical thinking disposition, satisfaction of clinical experience, gender and self-directed learning had a positive effect on clinical competence in nursing students. To enhance clinical competence for nursing students, it is necessary to develop self-learning teaching strategy and curriculum.