Introduction: Lack of students’ interest and academic motivation is a major challenge to clinical education. The purpose of this study was to determine the relationship between the clinical education status with academic motivation in the operating room and anesthesiology students. Method: This descriptive cross-sectional study was performed on 104 students of Anesthesiology and Operating Room of Qom University of Medical Sciences who were selected by census method in 2016. Data gathering tools were two questionnaires for assessing clinical education and academic motivation of Harter. Descriptive statistics and standard deviation were used to describe the status of the subjects. Independent T-test, Pearson test and linear regression were used to analyze the relationships in SPSS. Results: The mean score of clinical education status in students of anesthesiology was 73. 73± 71. 12 and the operating room was 75. 46± 10. 29. Also, the academic motivation mean score in students of anesthesiology was 67. 7± 9. 75 and the operating room was 67. 07± 10. 07. There was a significant relationship between educational motivation and clinical education status (r=0. 24) Conclusion: Since students' clinical education status is not fully desirable and there is a significant relationship between clinical education status and academic motivation, more attention are recommended to promote clinical education in the four areas of educational goals, curriculum, instructor, treatment with student, supervision and evaluation by the authorities, professors and experts.