This article explores the possibilities for nurse teachers’ professional development as perceived by nurse teachers. An interpretative qualitative approach was employed and methodology triangulation was applied. Three main themes captured the factors that facilitate nurse teachers’ professional development—the organization, collegiality, and the qualities of the nurse teachers themselves—and these factors’ interplay is complex. Long-term improvement is more likely to come from sustained supportive efforts at individual education sites with teachers (including leaders) working collaboratively to respond to the specific needs of their students and the constraints of their context. The experiences gained in this study suggest taking an integrative approach to nurse teachers’ professional development, including and balancing influencing (demanded and enacted upon) factors at individual, team, and organizational levels.

Keywords: nursing education, nurse teachers, professional development, professional learning, qualitative study