The purpose of this qualitative interpretive case study was to describe the experience of adjunct novice clinical nursing faculty who has less than three years teaching experience or feels novice in this setting. The nursing shortage in the United States is well documented and is forecasted to have significant impacts on the health care delivery system. Essential in alleviating the nursing shortage is the need to increase enrollment in nursing school programs. Nursing school enrollment is not growing fast enough to meet the projected demand due to a lack of faculty. Clinically expert nurses who are novice educators are being utilized as adjunct clinical instructors to expand enrollments. Little research exists in this area of the phenomena experienced by nurses who make practice-based career changes. The Dreyfus Model of Skill Acquisition as applied by Benner to clinical nursing provided the framework to examine their professional role development in the significant transition from clinical expert to novice educator. The participants of the study included novice faculty members who provide direct supervision of prelicensure nursing students and work in nursing programs in Texas. Addressing the faculty development needs of this group has economic implications that involve recruitment, retention, student, and program success, coupled with professional role strain and role stress. The nursing profession is challenged to provide an adequate number of nurses with an expertise in this specialized area, and this study attempted to address that gap. Findings are presented and recommendations offered that may benefit this educational process and the stakeholders involved. [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.]