The purpose of this qualitative descriptive study is to explore how community college nursing faculty with experience of virtual gaming simulation (VGS) from a community college in north central Texas describe the challenges and benefits of utilizing VGS as a teaching tool to help nursing students progress in the development of clinical judgment skills. Benner's nursing theory and Tanner's clinical judgment model were used to guide the following research questions: How do nursing faculty describe the challenges of utilizing VGS as a teaching tool to help nursing students progress in the development of clinical judgment skills? How do nursing faculty describe the benefits of utilizing VGS as a teaching tool to help nursing students progress in the development of clinical judgment skills? Snowball sampling yielded 13 study participants. Via thematic analysis, seven themes emerged: (1) Nursing faculty experience frustration with technology when utilizing VGS to teach clinical judgment skills. (2) Nursing students experience frustration with technology when utilizing VGS to learn clinical judgment skills. (3) VGS does not offer the same level of experience for development of clinical judgment as the skills lab. (4) Novice nursing students are able to progress in expertise using VGS. (5) Nursing standards and guidelines are addressed and maintained in VGS programs. (6) Required clinical hours are made available through VGS despite the lack of clinical hour availability elsewhere. (7) One-on-one faculty hours are not required for VGS versus the skills lab and nursing facilities. In conclusion, nursing faculty agreed that VGS was a valuable teaching tool. [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.]