The aim of this research is to identify thinking patterns in light of Herrmann's Brain Dominance Theory and their relationship to self-efficacy and the challenges of using E-books among Education College students. To achieve this, a self-efficacy scale and an e-book usage challenges scale were constructed, and Herrmann's thinking patterns instrument (translated and adapted by Al-Hailat, 2015) was adopted. The tool was administered electronically and in paper form to a random sample of Education College students, totaling 347 students (male and female) aged between 17 and 25 years, with a mean age of 20.12 years and a standard deviation of 1.59.The study yielded several key findings, most notably: the emotional/sympathetic (C) pattern was the most preferred among students at 45.8%, while the creative/non-conventional (D) pattern was the least preferred at 9.2%. The most significant challenge in using e-books was "The e-book does not allow for planning like a paper book," with a mean score of 2.769, whereas the least challenging item was "Using the e-book negatively impacts effective time use," with a mean of 2.30.No statistically significant differences were found in the subdimensions of the self-efficacy scale (academic self-efficacy, emotional self-efficacy, creative self-efficacy) or the total score based on thinking pattern (A, B, C, D). However, differences were observed in social self-efficacy across the four thinking patterns. No statistically significant relationship was found between the emotional (C) pattern and the overall self-efficacy score, while significant relationships were noted for patterns A, B, and D with self-efficacy. Additionally, the (D) pattern correlated positively with all subdimensions of self-efficacy, while negative correlations were found between thinking patterns (A and C) and e-book usage challenges, with no significant relationship for pattern (B), while a statistically significant negative relationship was found with pattern (D). .