Clickers are handheld technology tools that provide an opportunity to engage students and enhance their learning. In nursing literature, little research has focused on the experiences of nurse educators who use or have used clicker technology in the classroom. To understand the phenomenon of their experiences, one overarching question was employed: How do the nurse educators describe their experiences of using "clickers" to teach in the pre-licensure baccalaureate nursing classrooms? The qualitative research methodology was employed for this study, using the Merriam approach to basic qualitative research design. Data collection consisted of interviews and classroom observation of the use of "clickers." The target population included nurse educators from of a four-year, traditional university, who have adopted the use of "clickers" into their curriculum. The conversations from the interviews were audio taped and transcribed into Word documents. Thematic approach was used for data analysis. The interview transcripts were reviewed to identify emerging themes relating to the use of clicker technology. Five themes emerged, which revealed advantages and disadvantages of using "clickers." The advantages were: student engagement, immediate assessment of student learning needs, and modification of lessons based on student responses. The disadvantages were: the hassle to acquire "clickers" and the responsibility for "clickers." Nine out of 10 respondents recommended the use of either "clickers," or a similar tool such as the "Kahoot," "Poll," or other online applications for classroom teaching. Recommendations for further research and practices focused on the use of technology more advanced than clickers to measure learning needs, how educators who do not use technology gain access to immediate feedback, the types of training received by educators, the measure of support and guidance received from program administrators, and the funding dedicated to the inclusion of technology into the school nursing program. [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.]