Nurses need to possess clinical reasoning skills to provide safe, quality patient care. The aim of nursing education is to provide nursing students with opportunities to grow and develop into safe and functional entry-level nurses. Research has shown new graduates enter clinical practice unprepared and unable to use necessary clinical reasoning skills to care for patients. Nursing education is faced with the need to make a pedagogical shift to equip learners with these vital clinical reasoning skills. Situated coaching is a teaching methodology that provides educators with a structure for developing scaffolded, contextual, and realistic learning experiences for students to practice clinical reasoning in the classroom. Despite the value of this teaching methodology, it is not consistently used in nursing education. The purpose of this study was to address a gap in the literature regarding the experiences of academic nurse educators with transitioning to situated coaching as a teaching methodology, as without an understanding of the transitional experience it is challenging for other educators to embrace situated coaching. The research question was: how do academic nurse educators in prelicensure nursing programs describe their experiences with transitioning to the use of situated coaching as a teaching methodology for developing clinical reasoning skills in nursing students? The research methodology was a basic (descriptive) qualitative study. The population was academic nursing educators in prelicensure nursing programs who utilized situated coaching as a teaching methodology for at least one year. A sample of 13 participants were involved who worked in diploma, associate, or baccalaureate degree prelicensure nursing programs. Data were collected during one-on-one semi-structured interviews using guided questions. An inductive thematic analysis on the data revealed five central themes: determining how to start, navigating unfamiliar roles, managing creation fatigue, building resiliency, and returning to nursing roots. The findings revealed a shared recognition of the impetus to start the transition being rooted in students' lack of clinical reasoning skills. The transitional experience involved challenges with getting into the coaching role, working to create nursing reality in the classroom, and finding resources to sustain the pedagogical practice. However, once the structure was developed participants were able to continue the transitional experience by seeing student outcomes and feeling support from colleagues. The conclusions indicated the importance of educators connecting to current clinical nursing practice and working together as a team to initiate, build, implement, and advance the pedagogical practice of situated coaching in nursing education. [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.]