The distinctive characteristics and learning needs of Generation Z students present unique challenges to faculty in higher education. Factors such as faculty teaching styles and availability of learning resources impact academic success for all students. However, Generations Zers' 8-second attention spans; aversion to lengthy reading assignments; need for frequent reassurance and feedback; and preference to learn via direct observation, hands-on experience, and real-world practice present additional challenges for nursing faculty. These challenges may be especially problematic for clinical nursing faculty who are increasingly having to rely on simulated experiences due to decreases in clinical site access over recent years. Generation Z students may become disinterested in learning when a lack of hands-on, real patient experience occurs, leading to demotivation. Since academic success is largely determined by motivation, any lack thereof is extremely deleterious to students' achievement. Moreover, patients may ultimately suffer poor outcomes if demotivation to learn prevents clinical nursing students from becoming competent in safe patient care, critical thinking, and clinical reasoning and decision making. Using a mixed methods approach and convenience sampling, this study examined levels of motivation subcomponents (i.e., intrinsic and extrinsic goal orientation, self-efficacy, task value, cost [test anxiety], and control of learning beliefs) and explored relationships among (and differences) between demographics and motivation subcomponents among Generation Z baccalaureate clinical nursing students. The Motivated Strategies for Learning Questionnaire (MSLQ) was utilized for collection of motivation-related data. Results of this study suggest that all of the aforementioned subcomponents of achievement motivation are embodied by Generation Z baccalaureate clinical nursing students in moderate to moderately-high levels, and that relationships and differences exist between these variables. The study also revealed higher levels of task value among sophomores when compared to seniors, and higher levels of self-efficacy among sophomores than in juniors. Lastly, this study found that faculty teaching methods of hands-on learning, storytelling, instructor demonstration of skills, quizzes, humor and enthusiasm, and student engagement are most valued by Generation Z baccalaureate clinical nursing students. In addition to providing insight into achievement motivations of Generation Z clinical nursing students, the results of this study support Eccles et al.'s (1983) Expectancy-Value Theory. The findings provide a basis for faculty development or revision of instructional methods to meet the needs of Generation Z clinical nursing students, and help fill the gaps in the existing literature regarding motivation in the population of interest. The study also provides recommendations for future research to clarify relationships and differences between demographics and study variable. [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.]