Background: The Clinical setting has been regarded as a critical venue for nursing students to test and employ the nursing theories and practical skills they learned from the classroom. However, the quantity and quality of knowledge and skills competencies that the students gain from the clinical settings vary depending on the atmosphere in the ward to include the effectiveness of the nursing staff and nurse teachers. In this study, the objective was to uncover the satisfaction level of nursing students in the clinical psychiatric learning environment with the role of the nurse teacher and the ward manager at play. It also aimed at determining if there is a significant difference in satisfaction with their demographic features. Methods: The descriptive-comparative method and closed-ended questionnaire using the CLES+T evaluation scale were used in this study. 121 nursing students who completed clinical duties in the psychiatric ward answered the questionnaire. Frequency, percentage, mean, standard deviation, and t-test/f-test in Statistical Package for Social Sciences (SPSS) version 21 were utilized in the analysis of collected data. Result: Most of the respondents who participated are female regular nursing students registered in the level 8 nursing course. The general satisfaction level of nursing students in the clinical psychiatric learning environment is somewhat satisfactory. In all the five sub-dimensions of the learning environment, as specified in this study, the students were satisfied with the leadership style of the ward manager regardless of their gender, year level, and type of program they are registered. It was found that there was no significant difference in the level of satisfaction of nursing students in the psychiatric ward across all variables; gender, year level, and type of program. Conclusion: The common level of satisfaction of nursing students of Hail University in their psychiatric learning environment is somewhat satisfied. The diverse socio-demographic characteristics of the respondents do not in any way provide a significant difference in their satisfaction level in a clinical psychiatric learning environment.