Nurse educators lack preparation when using simulation as a teaching modality in educating nurses and nursing students within their clinical environment. The purpose of this basic qualitative study was to understand nurse educators' perceptions of the challenges in preparing for simulation-based training experiences for nurses and nursing students. Vygotsky's constructivist theory was used as the conceptual framework for the study to emphasize students' innate ability to learn using active and hands-on processes through simulation experiences. Questions were developed to explore the challenges nurse educators encounter when preparing for simulation activities. Survey questionnaire invitations were sent through email to hundreds of nurse educators and completed survey questionnaires from 10 respondents were analyzed using NVivo, a computer-assisted software program. Data were first analyzed using open codes and axial codes, and later analyzed to identify emerging themes from the completed surveys that reflected the participants' perceptions. Identified themes were (a) nursing unit buy-in; (b) preparation; (c) resource availability; (d) professional development; (e) nurse education simulation feedback; (f) facilitation of knowledge, skills, and abilities; (g) mentorship and collaboration; and (h) collaboration and support. These findings led to the development of a 3-day professional development program to help nursing educators build confidence in using simulation as a teaching modality. This project study has potential for positive social change implications to improve patient care leading to increased longevity and community stability. [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.]