This study explores the lived experiences of nurses who have transitioned to a nurse preceptor role and provides examples of how individuals learn in the workplace. Historically, nurses who agreed to become preceptors were chosen based on their availability and experience, not necessarily their teaching and learning abilities. Nursing research has explored the transition to practice from the lens of graduate nurses in the preceptorship relationship. Limited research has included clinical nurses' perspectives of their transition to the preceptor role. The role commonly creates a unique set of teaching skills and expertise that is mindful of, yet goes beyond, clinical expertise and relational skills. This study explores their growth and challenges in the workplace and their perspectives of preceptorship preparation for the role. A basic interpretative qualitative method was used for the study. To capture learning in the workplace, work role transition and transformational learning theories served as conceptual frameworks for the research. Twenty nurses were interviewed for the study. All participants worked in various hospital and clinical settings. The narratives describe the development and transition of attitudes, beliefs and knowledge as each participated in the work role as preceptor. Three themes emerged from the data and were organized to depict the progression of learning: (1) transfer of learning, (2) the transition from clinical expert to novice, and (3) meaning-making and the preceptor role. [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.]