Online education has become a suitable method for learners, such as health care professionals. The lack of learning transfer from online nursing courses to the clinical setting is causing a decrease in nurses' clinical skills which is affecting the patient care setting. Novice registered nurses entering the field from taking online courses reported that they were unprepared for work, were not competent, and believed they did not possess adequate skills once transitioned to the clinical setting. The transition to web-based courses has not resulted in the same rates of learning transfer as face-to-face learning environments. This qualitative case study explored the lack of learning transfer for nurses moving from online classrooms to the workplace. The lack of learning transfer is of significant concern in nursing education and is an essential consideration in today's complex and changing health care environment. Therefore, the purpose of this study was to explore strategies to promote learning transfer from the online nursing classroom to the clinical environment. The theoretical framework used to guide the development of this study was Kirkpatrick's Four Levels of Evaluation Theory with support from Husserl and Dilthey's interpretivist-constructivist paradigm approach. The instruments used were a semi-structured interview and an open-ended questionnaire. Participants included nine novice registered nurses who resided in the United States, have taken at least one online course and had a maximum of 6 years of experience in the nursing field. These participants' perceptions resulted three themes with eight sub-themes for research question one, and one theme with two sub-themes for research question two. The study results were consistent with existing research on the impact of online education on novice registered nurses regarding learning transfer to the workplace. These findings suggest the importance of academic institutions that offer online nursing and how the institution should enhance proactive instructional methods to better assist novice registered nurses in transferring learning to the clinical setting. [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.]