Background: Continuing higher education while working can support nurses’ professional development, career advancement, and quality of patient care. However, nurses may experience challenges in balancing academic requirements with professional, personal, and financial responsibilities. Understanding nurses’ perceptions and the factors that influence their ability and motivation to pursue higher education while remaining employed is important for developing appropriate educational and organizational support. Aim: This study aimed to assess nurses’ perceptions of pursuing higher education while working and to identify the perceived factors, barriers, and sources of support associated with continuing higher education. Methods: A quantitative cross-sectional descriptive study was conducted among 192 nurses. Data were collected using a structured questionnaire assessing nurses’ perceptions of higher education, work-related barriers, family responsibilities, financial considerations, and organizational support. Sociodemographic and professional characteristics were also collected. Data analysis included descriptive statistics, including frequencies, percentages, means, and standard deviations. The internal consistency of questionnaire domains was assessed using Cronbach’s alpha. Appropriate inferential tests were used to examine differences in perception according to demographic and professional characteristics, while correlation and multiple regression analyses were considered to identify factors associated with nurses’ perceptions. Responses to open-ended questions regarding challenges and needed support were analyzed thematically. Results: The study is expected to provide a comprehensive description of nurses’ perceptions of higher education while working and identify the principal barriers and facilitators influencing their educational participation. Particular attention will be given to work-related demands, financial constraints, family responsibilities, and organizational support. The findings will also determine whether nurses’ perceptions vary according to selected demographic and professional characteristics. Conclusion: Understanding nurses’ experiences and perceptions of pursuing higher education while working can assist healthcare organizations and educational institutions in developing supportive policies and flexible educational opportunities. Addressing identified barriers and strengthening organizational support may facilitate nurses continued professional and academic development while maintaining their workforce participation.