A paucity of literature was available on the transition from academic nurse educator to academic nurse leader when viewed through the lens of Patricia Benner's novice to expert theory. A gap in the literature was identified regarding the strategies successful academic nurse leaders implemented during the transition from academic nurse educator. This basic qualitative research study was conducted to address the gap in the literature. Patricia Benner's novice to expert theory was used as the framework to underpin the study. The purposeful sample consisted of 11 academic nurse leaders who self-identified as proficient on the novice to expert scale. Data were collected via semi-structured interviews. Data were stored and analyzed using the QSR NVivo program with six themes emerging: transition programs are necessary, mentoring, vision for community-based nursing programs, proactive development of curricular knowledge, illprepared for budget management, and relationship building is crucial. Findings indicated that successful academic nurse leaders implemented similar strategies during their transitions. Some key findings that may improve academic nurse leader retention through improved preparation include developing a robust transition program including orientation and mentoring and revising graduate level education to include content addressing budget management and academic program leadership. Future research may lead to developing formal transition programs to better assist academic nurse educators to achieve success in the academic nurse educator 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.]