Purpose <p>The engineering education literature increasingly highlights the need for professional development among biomedical engineering graduates to better prepare them for the workforce. In this context, self-directed learning attributes are noted as important for future engineers to succeed in their professional endeavors. While prior research has explored the influence of in-class instructional approaches on self-directed learning, the role of additional factors, such as students’ characteristics and engagement in research experiences, remains unexplored, particularly within biomedical engineering education. The presented study addresses this gap by analyzing a dataset including survey responses from 88 undergraduate biomedical engineering students enrolled in a research-focused university in the United States.</p> Methods <p>Based on items retrieved from the Self-Directed Learning Readiness Scale, and adopting a quantitative approach, the presented study first examines whether self-directed learning attributes (desire for learning, self-control, and self-management) differ across students characteristics (gender, underrepresented minority status, and academic level); and second, it examines the predictive role of desire for learning, self-control, and engagement in research experiences on self-management.</p> Results <p>Findings from one-way MANOVAs indicate that none of the self-directed learning attributes significantly differ across the analyzed students’ characteristics. Furthermore, a multiple linear regression indicated that while desire for learning did not significantly predict self-management, both self-control and engagement in research experience did, with a strong association existing between self-control and self-management.</p> Conclusion <p>The presented study suggests that SDL attributes among BME students might not be strongly influenced by students’ characteristics but could be developed by engaging students in learning environments such as research experiences.</p>