This basic qualitative study explored the experiences of educators who team taught graduate level nursing students. The researcher-designed question focused on the views of educators' team teaching at the graduate level of nursing education. A population of educators was obtained using a purposeful sample to consider participants who consented to share their experience as educators collaborating with other educators to team teach. Data were gathered in the form of one-on-one interviews and collection consisted of recording participants using semi-structured interviews of 12 educators with a minimum of one-year teaching experience in the clinical area, simulation, or lecture. Social cognitive theory was the theoretical foundation used to support the constructs of this study including the findings and recommendations. The researcher-designed question focused on the perception of educators' team teaching at the graduate level of nursing education. Key findings obtained from the interviews revealed important factors regarding the experiences of educators' team teaching at the graduate level. Faculty recognized team teaching as an effective instructional approach to improving student learning and outcomes, the collaborative approach to team teaching as a core component to instruction was recognized by faculty as essential to highlighting the expertise of members within the team and address barriers to collaboration through shared responsibility. Recommendations for further studies on team teaching include the experiences of faculty who team teach and their self-efficacy. [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.]