This dissertation was intended to analyze specific educational occurrences involving faculty nurse educators during their presentation of conceptual and procedural knowledge in various nursing education forums. A rigorous basic qualitative research design was employed to delve into the underlying meanings and reasons nurse educators hold certain perceptions about concept mapping development and its ability to help learners acquire knowledge visually. This study collected data from 14 nurse educators working in different academic environments (i.e., universities, colleges, and technical schools). The researcher reported varying perspectives on concept mapping, such as the challenges and benefits experienced by nurse educators when integrating concept mapping into their teaching practices through structured and semi-structured interviews. The thematic analysis enabled the graduate investigator to identify common themes and patterns while recording each educator's account of their experiences, revealing several key themes during the coding process. The insights gained from this research can fill a significant gap and will potentially provide a comprehensive understanding of the experiences of nurse educators using concept mapping for teaching. In light of ineffective communication amongst educators, this research can inform educational strategies and professional development initiatives to optimize concept mapping in nursing education. [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.]