The nursing profession is in the midst of an epic shortage that will require an additional 400 thousand new nurses by 2026 due to an aging population (Bureau of Labor and Statistics, 2019) and it's estimated that 11% of the current workforce will leave the profession entirely due to the COVID-19 pandemic (Raso et. al., 2021). Simultaneously, the National League for Nursing (2016) is calling for greater diversity within the nursing profession that includes gender. Nurses who are men may help alleviate the nursing shortage and contribute to diversity within the profession. However, men in nursing education experience barriers related to entering a predominately female profession (O'Lynn, 2004) that negatively affect their abilities to persist (Christensen & Knight, 2014). The purpose of this qualitative phenomenological study was to examine the factors that contribute to men nursing student persistence in associate degree nursing programs. This study utilized the framework of Swail and colleagues' (2003) model of geometric persistence and achievement to answer the following research questions: what cognitive, social, and institutional factors contribute to men nursing student persistence in associate degree nursing programs. Findings from this study were derived from qualitative data. The men in the study demonstrated a strength-based approach to overcome gender barriers typically encountered in nursing education that ultimately aided in abilities to persist. They achieved this through demonstrating: (a) goal commitment, (b) time management skills, (c) utilization of academic resources, (d) self-care activities, (e) positive outlooks regarding their gender, and (f) the use of relationships. Results from this study shaped the recommendations that inform administrators, faculty, and future men nursing students on the factors that contribute to men nursing student persistence. This study helps fill the gap in the literature on the phenomena and opens the door for future studies of men nursing students in both 2-and 4-year programs and their persistence. [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.]