Introduction Self-directed learning (SDL) is one of the main areas in the principles of andragogy. 1 SDL is described as a process in which an individual learner is responsible to make goals of learning, find the ways to identify resources, and ultimately to undergo self-evaluation to determine whether the goals have been achieved. 1 Others have agreed that better learning is achieved when it is self- directed, meaning the students control their own learning process by using planning, implementation, monitoring and evaluation. 2 The role of SDL is established in health professional education as an effective strategy for learning in the domains of knowledge, skills and attitudes. 3 It enhances clinical reasoning and cognitive skills in medical students by triggering and provoking critical thinking process and giving them maximum accountability to find solutions of different problems. Learners find it interesting as well. 4 However, while developing a course with the intention to incorporate SDL, it is mandatory for the educators and learners to understand the components and processes of SDL so they can be effectively used for learning. 5 Medical education in Saudi Arabia is experiencing a shifting paradigm from traditional system to a system where active participation of learners is promoted, and SDL plays an integral part by promoting existentialism- endorsing students' freedom, so that they can better tackle challenges in their professional lives. 6 Studies from Saudi Arabia show that medical students are motivated towards self-learning, and there is a positive correlation between SDL readiness (SDLR) and academic performance. 7,8 These students consider learning environment as an important factor in association with SDLR and give preference to student-centred approaches to learning over teacher-centred didactic teaching. 9 However, in-depth students' perceptions in this regard are yet to be explored. Faculty of Medicine in Rabigh (FMR) was established in 2009. FMR offers undergraduate medical degree through a six-year programme. Year 1 is the foundation year, years Vol. 71, No. 5, May 2021 1403 RESEARCH ARTICLE Perceptions of Saudi medical students regarding self-directed learning: A qualitative study Muhammad Imran, 1 Sami Anwarfathi Kalantan, 2 Mohammed Salim Alkorbi, 3 Muhammad Shahid Shamim 4 Abstract Objective: To explore students' perceptions regarding self-directed learning, their experience of it, and how it may play a role in life-long learning. Methods: The exploratory study was conducted at the Faculty of Medicine in Rabigh, King Abdulaziz University, Jeddah, Saudi Arabia, in January and February 2018, and comprised male undergraduate medical students from academic years 2-6. Data was collected through focus group discussions regarding the students' perception of self- directed learning. The sessions were audiotaped, transcribed, and analysed thematically. Validation was done by member-checking and external audit. Results: There were 29 male students with a mean age of 22.4±1.9 years. A total of 4 focus group discussion sessions were conducted; 2(50%) with students of preclinical years 2 and 3, and 2(50%) with students of clinical years 4-6. Five major themes generated were: understanding of self-directed learning; views about self-directed learning as a strategy; process of the strategy; effects of self-directed learning; self-directed learning and life-long learning. Subthemes which led to developing major themes included self-study, personal efforts, and objectives and goals formed theme1; good strategy, boredom with lectures, and need guidance theme2; time management, outline of planning, and internet browsing theme3; deep learning and curiosity theme4; life-long learning and future progress theme 5. Conclusion: The students were found to have mixed perceptions regarding self-directed learning. Most students perceived that SDL could affect their learning and future progress positively. However, they needed support to effectively use this strategy. The faculty role was found to be crucial in this regard. Keywords: Self-directed learning, Qualitative study, Grounded theory, Constructivist approach. (JPMA 71: 1403; 2021) DOI: https://doi.org/10.47391/JPMA.1403 1 Department of Surgery, King Abdulaziz University, 2,3 Department of Surgery, National Guard Hospital, Jeddah, Saudi Arabia, 4 Department of Surgery, Dow University of Health Sciences, Karachi, Pakistan. Correspondence: Muhammad Shahid Shamim. Email: doctsaab@gmail.com