Educational experts identified certification as a measure of knowledge and a tool to promote excellence that can be used to enhance education to advance specialized competency. As this tool is promoted in the preparation of nurse educators, resources must focus on how the continuing education efforts impact the classroom environment. Little has been done to establish a connection between conversant nursing education competencies measured by the standardized student evaluation forms in the classroom and external validation of credentialing, as has been completed in other specialty fields of nursing. The purpose of the study was to examine if a difference existed between the student evaluations of certified and non-certified nurse educators using the Student Evaluation of Teacher Effectiveness Rating Scale (SETERS). The study concentrated on the leading research question: Is there a significant difference in the student evaluations of certified and non-certified nurse educators? A quantitative, descriptive, comparative, non-experimental study was used to examine the difference in educator certification status among nurse educators teaching in associate degree and baccalaureate degree pre-licensure programs. Proportional sampling of nine schools of nursing all located in a Midwest state were enlisted for the study. From the nine schools of nursing, 114 evaluations of nursing faculty were retrieved from historical data between Fall 2015 and Spring 2016 semesters. The population split included 70% non-certified and 30% certified nurse educators. Evaluations included a rating of teacher effectiveness on a five-point Likert Scale measuring the delivery of information, facilitation of a social learning environment, and the regulation of student learning. The Mann-Whitney U Test was used to determine if a significant difference existed between the two groups. The results demonstrated that a significant difference did not exist. The findings may be influenced by the background of the nurse educator, the cost of the exam and preparation, and the demand of the large amount of continuing education associated with remaining certified. Additional research is needed to examine faculty characteristics that promote student success. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]