Aim: Clinical learning environments are areas where nursing students apply nursing interventions in line with their professional knowledge and skills, collaborate with healthcare professionals, and adopt a professional nursing identity. This study aims to examine the relationship between nursing students’ evaluations of clinical practice and their perceptions of professional readiness at the stage of graduation. Material and Methods: The research was carried out using a descriptive and correlational design. It was conducted with 173 fourth-year nursing students studying in the nursing department of a state university during the 2022-2023 academic year. Data were collected using the Introductory Characteristics Information Form, the Student Clinical Practice Evaluation Form, and the Nursing Professional Readiness Perception Scale. The data were analyzed using frequency (percentage), median (minimum-maximum), Spearman correlation analysis, and simple linear regression analysis. Results: A positive, moderate, and significant relationship was found between the Student Clinical Practice Evaluation Form and the Nursing Professional Readiness Perception Scale (r = 0.531, p < 0.01). When students' views on an ideal clinical practice environment were examined, the most reported factors included the presence of a guide/instructor nurse, adequate physical conditions, and adherence to safe practice codes. Conclusion: It was determined that nursing students' evaluations of clinical practice settings and their levels of professional readiness were positive.