This study aimed to evaluate the learning-friendly environment for nursing students and the motivating factors within the hospital from the students' perspective, using a qualitative phenomenological approach. Phenomenological research design, a qualitative research approach, was employed in this study. This qualitative research was conducted with 60 volunteer nursing students. Interviews were conducted individually and face-to-face. Data was analyzed using Colaizzi's phenomenological analysis method. Data analysis revealed three categories (potential motivating factors in a learning friendly hospital, behaviors of faculty members and nurses in the hospital to increase students' motivation, and expectations from a learning-friendly hospital) and seven sub-themes (communication, knowledge, skills, people, environment, physical aspects, and psychological aspects). Nursing students expect learning-friendly hospital environments to be instructive, encouraging, anxiety-free and well-equipped in all aspects. It was determined that effective communication with nurses and other team members, receiving positive feedback from patients, and instructive and supportive approaches of instructors increased the motivation of nursing students. In addition, it was found that students want to contribute to the improvement of the quality of care by practicing as a part of the team in learning-friendly hospitals.