A quantitative research approach using a pre-experimental pre-test and post-test design was adopted to assess the effectiveness of a structured teaching programmein enhancing the level of perceived memory regarding mnemonics among B.Sc., Nursing First year students. This study was conducted at Arunai institute of nursing education and research with a sample size of 30 B.Sc., Nursing First year students, selected through a convenience sampling technique. Demographic data were collected, and a structured questionnaire was administered to evaluate participants' levels of perceived memory before and after the intervention. In the pretest B.Sc., nursing student’s level of perceived memory, the majority of60% of them had inadequate level of perceived memory, 36.6% of them had moderately adequate level of perceived memory, 3.3% of them had adequate level of perceived memory. Following the structured teaching program, posttest100% of them had adequate level of perceived memory. The pre-test mean score was 54.2 with the standard deviation 18.75, after structured teaching programme and the overall posttest mean score was 124.7 with the standard deviation 13.36. The calculated paired t-test value (t = 18.67) was statistically significant at p < 0.05, indicating a substantial improvement inlevel of perceived memory.The findings demonstrate that the structured teaching program was effective in enhancingthe level of perceived memoryregarding the mnemonics among B.Sc., Nursing first year students.The significant improvement in post-test scores highlights the importance of educational interventions in promoting the level of perceived memory.