The purpose of this study was to describe faculty perceptions of caring interactions in lived experiences between faculty and their registered nurse (RN) students. Data were collected through semi-structured interviews with three college-based nursing faculty, three-diploma nursing program faculty and three hospital-based nurse educators. This study, using a phenomenological approach, uncovered themes related to the perception of faculty and students' role in caring. The themes discovered were: intuitive discovery, supportive guidance, respect; promoting independence, risk-taking, and shared success. Discussion of the themes indicated potential outcome divergence. Also noted were differences in what students and educators believe to be caring behaviors related to independence and rescue strategies. Health occupations educators, regardless of program design and outcome, are encouraged to use these findings to better understand role perceptions by students.