Nurse educators play a critical role in preparing prelicensure students for the updated NCLEX-RN, which focuses on clinical reasoning and judgment. Despite evidence in the nursing and education literature supporting active teaching-learning strategies, faculty continue to use lecture-based approaches. Little is known about the factors influencing faculty choice related to teaching-learning strategies. The purpose of this hermeneutic study was to explore the lived experiences of nurse faculty in implementing active teaching-learning strategies for developing clinical reasoning and judgment in prelicensure nursing students. Purposive sampling was used to obtain 21 nurse faculty from 13 states. Data were collected using semi-structured interviews via Microsoft Teams. Atlas.ti was used to analyze the data following van Manen's six-step interpretation process. Findings of this study suggest nurse faculty bring their experiences and their ability to connect those experiences, to the content students are learning. In their attempt to implement effective teaching-learning strategies, nursing faculty face both enablers and obstacles. The enablers "pull" nurse faculty toward implementing active classroom teaching-learning strategies while the obstacles "pull" them away from implementation. Ten subthemes emerged, identifying specific enablers and obstacles. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]