The shortage of academic nurse leaders (ANLs) is imminent and creates a crisis for the nursing profession. Nurse educators commonly assume leadership roles with minimal preparation and training. However, few research studies have explored the transition of nursing faculty to ANLs. Consequently, several aspects of transitioning from educator to administrator have remained unknown. The purpose of this generic qualitative research was to explore the experiences of novice mid-level ANLs who transitioned from educators to academic administrators, identify the facilitators and barriers to the transition process, and describe the indicators of a successful role transition. The primary research question that guided this study was: How do novice mid-level ANLs describe their transition experiences from educators to academic administrators? The sample consisted of 10 novice mid-level ANLs. Semi-structured, open-ended interviews were conducted to obtain information on the participants' experiences during the transition. Thematic analysis with constant comparison was used to analyze the data. Themes that emerged included: (1) transitioning into an academic nurse leader; (2) role preparation and professional development; (3) having support; (4) insufficient time; (5) public challenges; and (6) feeling confident but still learning. Recommendations for practice included role socialization, individualized leadership development programs, and formal structured mentoring. Further investigation is needed to examine the effects of intentional succession planning in the transition of mid-level ANLs to address the need for a cadre of well-prepared future academic leaders. [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.]