Nursing students begin their socialization into the profession of nursing during their education. It is multidimensional; therefore, the need to understand the socialization process of students is important to the nursing profession. Thus, the aim of this study was to identify the process of socialization of pre-licensure baccalaureate nursing students into the nursing profession grounded in their perspective. The research question for this study was: What is the basic social psychological process that occurs as nursing students become socialized into the profession? The methodology of grounded theory by Corbin and Strauss, with the philosophical underpinning of symbolic interactionism was used for this study. Data collection was conducted at two universities in the Mid-Atlantic region of the United States with a purposive sample of nursing students participating in the study. There were 14 interviews and 7 classroom observations in total at the sophomore, junior, and senior academic levels. Observations were conducted prior, during, and after the class ended. Data analysis revealed the basic social psychological process of Transforming in the Learning Environment. The process was comprised of three categories beginning with the initial decision to become a nurse. Students entered a repetitive process of experiencing nursing education, hurdling challenges, and forging relationships. In the experiencing nursing education phase, students understood that the need to communicate effectively with others, along with support and validation contributing to a nurturing environment that provides emotional wellbeing. Students hurdled challenges as they attempted to form relationships with peers that were not reciprocated and encountered distractions in the didactic classroom. In addition, students forged relationships by building connections with fellow students and faculty, nurses in the clinical setting, as well as connecting through nursing rituals. Findings of this study contribute to nursing science and research by emphasizing that socialization is constant for nursing students while obtaining their degree and contributes to a gap in the literature regarding student nurse socialization in the United States. This study benefited nursing education by underlining the socialization process in didactic, simulation, and student clinical rotations. Finally, for professional practice, this study contributes to an explanation of how the baccalaureate nursing student is socialized to the profession of nursing and transitions to professional nursing practice. [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.]