Application of concept-based curriculum (CBC) in nursing programs has increased across the US in recent years. Previous studies have investigated the effect this transition has had on faculty and students alike. Exploration of the effects on graduation rates, NCLEX-RN pass rates, student retention rates, and commercial standardized examination scores have led to minimal or no statistically significant differences compared to a traditional content-based curriculum. One of the tenets of CBC in nursing education is a student-centered classroom that incorporates varying active learning strategies. Previous research has suggested that nursing faculty teaching in a CBC are not adhering to this basic tenet. This study examined two instruments in an attempt to fill a gap in the literature to explore and quantify faculty teaching behaviors in a CBC versus a traditional, content-based nursing curriculum. Results of this study support the use of C-BEETS as a valid instrument to explore and measure faculty teaching behaviors in a CBC classroom. [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.]