The purpose of this basic qualitative study was to explore current challenges, barriers, and successful practices from nursing faculty regarding how they are using learning or educational technology when teaching graduate nursing courses in an online environment. The target population for this study comprised nursing faculty who use teaching and learning technology teaching in an online master's nursing program in the United States, who were over the age of 18-years of age and were employed either full-time or part-time at the time of this study. The study wanted to answer the following research question: What experiences do graduate nurse faculty have with using learning and educational technology when teaching in an asynchronous or synchronous online environment? Research data was collected by the primary researcher during one-on-one interviews and verbatims were analyzed using a reflexive thematic analysis method. In its results, the study suggested that nursing faculty appreciate the use of educational and learning technology, recognize practice is essential, and that nursing faculty should be open to trialing new technologies to help prepare them to teach and learn a new pedagogy. Another discovery was the need for educational institutional support of nursing faculty with appropriate resources that are experts in technology and curriculum design that understand the use of technology in pedagogy. For future research, this study recommends examining how various educational technology tools impact student learning. In addition, research similar to this study should be conducted within the hospital setting with nursing professional development specialists who teach bedside nurses. [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.]