Dissertation (MSc Nursing Education)Background Students' satisfaction in clinical learning is important to achieve clinical competence with perceived performance exhibited by the nursing students through their ability to conduct procedures in clinical learning. Objective: This study intended to determine factors influencing satisfaction and perceived performance in clinical learning among nursing students practicing in teaching hospitals of the Dar-es-Salaam region. Methodology: Analytic cross-sectional study with quantitative approaches was carried out using simple random sampling technique to achieve a sample size of 383 nursing students taking Diploma and Bachelor, practicing in the teaching hospitals of Dar-es-Salaam Region, Tanzania. Data were collected using self-administered questionnaire. Descriptive and inferential statistics were employed. Results: The magnitude of clinical dissatisfaction as per study was 79.9 % (n=306), while competence in clinical learning was 60.3 % (n=231). Factors influencing students satisfaction were year of study {AOR=6.124, 95%CI (2.172, 17.267) P 0.001}, orient clinical objectives {AOR= 8.006, 95 %( 1.015, 3.159), P 0.048} and clinical learning environment meet the objectives of learning {AOR=6.938, 95%CI (1.474, 2.670) P 0.014}. Factors influencing students' performance were age (AOR=1.998, 95%CI (1.026, 3.892), P 0.047), students who followed by mentors while performing procedure were more likely to have high performance in clinical learning (AOR=2.771, 95%CI (1.502, 5.110) with P 0.001). Conclusion: Study shows most of participants were unsatisfied in clinical learning, meanwhile, majority of them were competent in clinical learning. Factors influencing student‟s nurses' satisfaction were year of study, mentors orient clinical learning objectives and clinical learning environment meet the objectives. Furthermore, factors influencing perceived performance study were age and mentors following up while students were conducting procedures. Therefore, mentors are recommended to have training on mentoring students, moreover, clinical learning environment should have enough materials to meet students' objectives.