The Next Generation NCLEX (NGN) tests nursing graduates' clinical judgment based on the Clinical Judgment Measurement Model (CJMM). Faculty are facing challenges because based on Benner's Novice to Expert conceptual model, nursing students are novices and therefore do not possess intuitive clinical judgment due to lacking clinical experience. While research has revealed insights into how clinical judgment based on analytical reasoning can be taught to nursing students, there was no research describing the experiences of nursing faculty who were teaching it. This research gap presented a problem because students are required to pass the NGN to receive nursing licensure. The purpose of this study was to explore how nursing faculty were teaching clinical judgment compared to the conceptual models of Tanner's Clinical Judgment Model (CJM) and the National Council of State Boards of Nursing's CJMM (NCSBN-CJMM). Sixteen qualitative interviews were conducted with full-time nursing faculty at seven universities from the Northeast and Southeast. Semi-structured interview data were transcribed, coded, and analyzed. Participants were teaching clinical judgment in the classroom, simulation, and clinical using the Tanner CJM, the NCSBN-CJMM, Caputi's clinical judgment framework, and without a conceptual model. There was one negative case in which the participant was not teaching clinical judgment. The findings provided insights into the lack of depth, inconsistencies, and omissions in participants' pedagogy in teaching students how to think and arrive at their clinical judgments. Since the Tanner CJM and the NCSBN-CJMM are conceptual models, they were too generally constructed to provide in-depth guidance on how faculty should teach clinical judgment. The study also provided the unexpected findings of program, student, and faculty factors affecting their teaching clinical judgment. The study has implications for policy makers because faculty are teaching the application of clinical judgment in a manner to support passing the NGN without teaching students how to think deeply, for educators because they lack pedagogical knowledge which necessitates the need for professional development, and for practitioners because staff nurses and preceptors lack clinical experience and professional development in clinical judgment to teach nursing students. [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.]