Background Understanding how nursing students learn is essential to optimize teaching and prepare them for complex clinical roles. Kolb’s experiential learning styles theory offers insights into student’s preferences, yet their influence on academic performance remains underexplored.  Aim of the study: Assess the relationship between Kolb’s experiential learning styles and academic performance among nursing students at Faculty of Nursing and Technical Institute of Nursing Assiut University. Subject and method: A quantitative cross-sectional comparative design was utilized, involving (310) nursing students selected through simple random sampling technique. Data collection tools included a personal characteristic, academic performance (last semester score), and Kolb learning style inventory, composed of four dimensions; concrete experience, reflective observation, abstract conceptualization, and active experimentation. Result more than half of 2^nd year Technical Nursing Institutes students achieve excellent score (56%) less than half of 4^th  year Faculty of Nursing students achieve the same score (47.7%) the most prevalent style among nursing students was assimilating style (59%) and the lowest one was accommodating style (19.7).Conclusions: among Faculty of Nursing students converging and accommodating had significant positive association with higher performance, meanwhile among Technical Nursing Institute students, lower performance  significant linked with diverging style. And there were statistical significant association between all dimensions of Kolb’s learning styles. Recommendation: integrate Kolb’s experiential learning styles into teaching curricula.