Objective: This research was conducted to determinethe effect of critical thinking course on nursing students' critical thinking tendencies and critical thinking motivations. Material and Methods: This research was carried out as a pre-test, post-test, single group,quasi-experimental study. One hundred and sixteen students studyingat the Faculty of Health Sciences in a university and taking the critical thinking course in the Spring Semester of the 2018-2019 AcademicYear were eligible. “Descriptive Characteristics Form”, “CaliforniaCritical Thinking Tendency Scale” and “Critical Thinking MotivationScale” were used to collect data. Descriptive statistics, Independentsample t-test, paired sample t-test, Pearson Correlation Analysis wereused to evaluate the data. Results: 87.9% (n:102) of the studentsparticipating in this research were women. 62.1% (n:72) of the studentsstated that they did not participate in social activities, 64.7% (n:75)did not participate in scientific activities and 69.8% (n:81) did notchoose the department by willingness.The California critical thinkingtendency scale pre-test total score (220.52±21.51) and post-test score(224.55±22.86) was determined to be low. The critical thinking motivation scale pre-test score was 94.32±10.07 and post-test score was94.16±12.89. However, we found no significant differences in the prepost difference scores for any of the variables (p=0.585). It was determined that there was a positive relationship between California criticalthinking scale and Critical thinking motivation scale. Conclusion: Itis concluded that there is a positive correlation between critical thinking tendencies and critical thinking motivations of nurses and as critical thinking tendency of nurses increases, their motivation alsoincreases.