The descriptive phenomenological study explored qualitatively the lived experiences of freshman nursing students who were taught with teaching strategies that were different from the strategies to which they were accustomed. Further, the study explored whether or not the teacher's teaching strategies complemented the learning styles of the learners. Limited data about the use of teaching strategies to complement diverse learning styles of freshman nursing students were available. The sample consisted of one nursing educator and 12 student participants comprised of a mixed group of males and females enrolled in a freshman nursing course. A semi-structured interview and the Kolb's Learning Style Inventory Version 3.1 (2005) gathered data from the student participants. The nursing educator provided information through a face-to-face interview. Data were also obtained from a classroom observation by the researcher. Study results found the participants identified a strong sense of acquiring new learning strategies that helped them to be successful in the nursing course. Secondly, the newly learned strategies were viewed by the learners as essential in providing effective patient care as well as being applicable in other learning environments. Third, the reported lived experiences revealed some difficulty in learning how to apply the new strategies. The results suggested that students needed specific instruction about the learning strategies and extensive practice using the strategies for optimal learning and transfer to practice. This study suggested that teaching styles could complement the learning styles of students. However, if teaching styles are to effectively complement students' preferred learning styles, the teacher needs to identify the students' preferred learning styles. The study further supported the use of a learning style inventory to determine the students' learning styles to assist teachers in the planning and delivering of content to diverse learners. Additionally, the study supported the need for nurse educators to modify teaching strategies to complement students' learning styles. The results of the study may be beneficial to nursing educators and nursing administrators who develop nursing curriculum. [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/en-US/products/dissertations/individuals.shtml.]