Introduction: Learning neuroanatomy is widely recognized as a significant source of neuroanxiety among medical students; a condition influenced by various factors, including self-efficacy in neuroanatomy learning. While neuroanatomy-related competencies are essential for graduating physicians, the constructs of neuroanxiety and self-efficacy in neuroanatomy learning have rarely been explored in the Indonesian context. This study aims to adapt and validate questionnaires to assess neuroanxiety and self-efficacy in learning neuroanatomy among Indonesian medical students. Method: This study was conducted through stages for questionnaire adaptation and final data collection with the Indonesian version of the Neuroanxiety Scale (NAS) and Neuroanatomy Self-Efficacy Scale (NSES) questionnaires. Content validity was assessed using the Content Validity Index (CVI), while internal consistency was determined through Cronbach’s alpha. Construct validity was obtained through Exploratory Factor Analysis (EFA). Results: The CVI value for the NAS questionnaire was 0.88 and the NSES questionnaire was 0.94. The EFA results of NAS questionnaire extracted 1 factor which is neuroanxiety. The EFA results of NSES extracted 2 factors, namely perceived skills and transferability. The Cronbach’s alpha value for the Bahasa Indonesia version of the NAS questionnaire was 0.860 and for the Bahasa Indonesia version of the NSES questionnaire was 0.878. Conclusion: The Indonesian NAS and NSES questionnaires are valid and reliable for measuring neuroanxiety and self-efficacy in neuroanatomy learning among medical students. © The Author(s) under exclusive licence to International Association of Medical Science Educators 2025.