The lack of consistency in preceptors' knowledge and skills results in inconsistent preparation of student nurses. The purpose of this study was to examine the relationship between nurse preceptors' knowledge and skills and student nurses' academic success, as defined by better student learning. A quantitative, correlational survey method was used to determine relationships between preceptor knowledge and skills and student academic outcomes using a Pearson r correlation coefficient. The Casey-Fink Graduate Nurse Experience Survey was administered via SurveyMonkey to 175 students in the Capstone course at 17 campuses of a single U.S. university. Students were asked to identify their preceptor by name so that data on preceptors' education and skills could be collected. No identifying data were captured on students themselves, and after records were correlated between students and preceptors, all identifying preceptor information was removed. Of the 175 students invited to complete the survey, 60 completed surveys were returned. Data analysis facilitated by utilization of IBM SPSS Version 23 revealed that although there was no correlation between the preceptor's knowledge and skills and the student nurse's academic outcomes, there were correlations between student responses of communication skills and confidence and academic outcomes. It is recommended that additional research be performed to further assess preceptor influence and the development of student confidence and communication skills. [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.]