Statement of the problem The clinical learning environment in obstetrics is a complex entity. Teaching intrapartum care is challenging in undergraduate nursing education as students may not be able to actively assist mothers during delivery or even potentially be at the site when mothers deliver. Given the potential for rapid progression of care in the delivery room, combined with high risk of adverse outcomes, undergraduate nursing students are unlikely to be able to actively participate in the delivery of care or apply their clinical skills in an obstetrical clinical rotation. However, students can fully and actively participate in obstetrical simulation-based learning activities. The study explored undergraduate nursing student’s perspective of the learning environment that fosters the development of self-efficacy in labour and delivery nursing education. Methods To better understand undergraduate nursing student’s perspective on the learning environment that fosters the development of self-efficacy in labour and delivery education, a qualitative descriptive methodology was used. Eight (8) voluntary students participated in a semi-structured interview consisting of 12 open-ended questions that provided data on the nursing students’ perspective of which learning environment fosters self-efficacy in caring for women and their families in the labour and delivery context (see Appendix B). Results The participants of the study identified three themes that influenced students perceptive of the learning environments in obstetrics. theses are feeling supported, knowledge and skills, and the learning experiences. Conclusion A learning environment that incorporates all the sources of self efficacy enhances student learning. Keywords: obstetrics, classroom environment, simulated environment, traditional environment, labour and delivery, maternal and child health, learning needs, self- efficacy.