The study was conducted as a cross-sectional research in order to determine entrepreneurial characteristics and entrepreneurial inclination of nursing students'. The population of the study includes 862 students having education in Gaziantep University Faculty of Health Sciences Nursing Department in 2015-2016 Education period. It was planned to reach all the universe so sampling was not taken. 591 students who agreed to participate in the study and conducted the surveys seamlessly were included in the survey. Data were collected with the questionnaire including the descriptive characteristics and entrepreneurial characteristics; and with the scale of entrepreneurial inclination. Data were analyzed by using SPSS 18 software. As the descriptive characteristics are compared with the subscales of entrepreneurial inclination scale; students who are male, super high school graduates, living at state dormitories, living at home with their friends, and working have statistically higher mean scores of Risk-Taking Propensity. Students, whose fathers have jobs, and are high school graduates or higher level graduates than high school, who spend most of their lives in the city have statistically higher mean scores of Being Open To Innovation. Students who are 20 years old or younger, second graders, working,  and choosing nursing department willingly have statistically higher mean scores of Perceived Educational Support (p<0.05). As the entrepreneurial characteristics are compared with the subscales of entrepreneurial inclination scale; students, who aren’t easily distracted, who wait for the last moment to complete projects, and who cannot be easily disappointed if things don’t go well as they wish, have statistically, significantly higher mean scores of Risk-Taking Propensity; and those who are persistent have statistically, significantly higher mean scores of Being Open To Innovation. Students who don’t need someone else to focus on have statistically, significantly higher mean scores of Being Open To Innovation and Perceived Educational Support. Those looking for stressful environments, setting a business on their own, working in a newly established business, and having education about entrepreneurship have statistically, significantly higher mean scores of Risk-Taking Propensity and Perceived Educational Support (p<0.05). Those who are being creative while working with limited resources is needed, optimistic, for whom nothing is more important than achieving their goals have statistically, significantly higher mean scores of Risk-Taking Propensity, Being Open To Innovation and Perceived Educational Support. Students who invent something new or are creative, who are good role models for creativity, who provide originality in their business, who determine methods to produce unconventional products by re-combining resources, who find new uses for old methods and tools, who have unusual way of thinking (with conditions beyond the current situation), who take risk to develop new ideas in order to complete projects, who determine opportunities for new products and services, who like taking risk, who intervene the problems immediately, who live the moment, who are self sufficient while working, who don’t allow the failures in the past to prevent the future performance, who are action-oriented, who take the lead immediately in case of emergency, who are successful in solving logic problems, who want to start their own business after graduation have statistically, significantly higher mean scores of Risk-Taking Propensity and Being Open To Innovation (p<0.05).