Despite the belief that liberal learning is a necessary component of the professional nursing student?s education, the scientific focus has held prominence in nursing education (Valiga and Bruderle 1997). In the twenty first century, thoughtful linking of liberal learning to professional nursing education takes on renewed urgency. As early as the 1970s, nursing education literature asserted that when the liberal arts are taught in discrete curricular courses, the connections between these courses and the learning needs of the professional nurse remain unrecognized. In an effort to address this disconnect between liberal learning and professional nursing courses, some general and nursing educators have argued that efforts should be directed at methods to integrate liberal learning within nursing courses (Newell 1989; Valiga and Bruderle 1997). The purpose of the study described here was to examine the current nature of the integration of the humanities learning activities within nursing courses in baccalaureate nursing education. In addition, nursing faculty perceptions on the achievement of the goals related to these humanities learning activities were explored. Furthermore, faculty views regarding motivation for integrating with the humanities as well as the perceived obstacles were examined. Recommendations from this study include increasing interdisciplinary dialogue that promotes faculty awareness of this value through faculty development programs. Furthermore, administrative leadership is needed to support faculty in "trying out" innovative teaching/learning strategies. Expanding societal and health care complexities demands that professional nursing education be tailored to prepare responsible, democratic citizens as well as empowered, competent, compassionate professional nurses.