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A quasi experimental study was conducted to assess the effectiveness of a Gratitude Intervention Program on gratitude, self-responsibility for learning and study habits in nursing students of Rajhistan, India. Further, qualitative data from focus group discussions was also obtained from the participants in experimental group to understand students’ experiences of behavioral change after intervention The experimental group (n = 53) received a structured 30-day Gratitude Intervention Program followed by 15 reinforcement sessions over one month, whereas the control group (n = 55) continued routine academic activities. Outcomes were assessed using validated self-structured questionnaires measuring gratitude, self-responsibility for learning, and study habits. Quantitative data were analyzed using repeated-measures mixed-design ANOVA Significant group-by-time interactions were observed for gratitude. The experimental group showed a marked increase in estimated marginal mean scores from pretest to posttest and at follow-up, whereas the control group showed minimal change over time. Qualitative data from focus group discussions were analyzed using reflexive thematic analysis. Qualitative findings indicated that students experienced gratitude as a transformative process that increased positive emotions, self-awareness, internal responsibility, and academic focus.. Integrating gratitude-based practices into nursing education may strengthen positive learning behaviors and support professional development.Keywords: gratitude; nursing students; learning; responsibility; study skills; education; nursing