Baccalaureate nursing educators have built their nursing programs on the philosophical belief that learning in the humanities is essential to prepare reflective nurses. Due to scientific advancements with expanding technology, however, the scientific focus has held prominence in nursing education. The past traditions of both medical and nursing education, characterized as mechanistic and reductionistic, are best diminished by adding liberal arts requirements to all levels of education. A study examined the current nature of the integration of the humanities within nursing courses in baccalaureate nursing education. The research design was the case study method. The selected sample was generated from 12 out of 35 generic, accredited baccalaureate nursing programs (public and private) in the Philadelphia (Pennsylvania) area. Data collection involved document examination of the missions of the institutions, nursing program philosophies, and all the nursing course syllabi for the presence of humanities learning activities; and follow-up interviews with faculty who have integrated humanities learning activities within their nursing courses. Another minimal data source entailed results from a faculty letter survey composed with the intention of capturing any humanities learning activities not explicitly included in the syllabi. Following document examination, two nursing faculty who had used humanities activities in their courses were contacted from each program, and 23 were interviewed. Findings suggest a modest occurrence of the integration of humanities learning activities within nursing courses in baccalaureate nursing education. However, 3 out of 12 institutions provided 75% of the humanities activities occurring in elective courses. The main reason cited for lack of humanities integration involves the content-driven nature of the majority of faculty and the external pressure of adhering to state board standards. Faculty interview questions are appended. (Contains 18 references and 6 figures.) (BT)