Graduate nurses have experienced a difficult transition to clinical practice. With the continuing gap in educational preparation and clinical nursing practice leading to errors in health care delivery, the nurse faculty remains challenged in performing innovative changes to the curriculum to improve and maintain quality and safe patient care. The use of simulation and other simulation-based experiences have emerged in nursing education. Research using the simulation with concept mapping has shown promising results in the baccalaureate nursing programs. However, the combined use of concept mapping and simulation is limited in the associate level of nursing programs. The purpose of this exploratory qualitative single case study was to explore the learning experiences of seven nursing students enrolled in the first nursing course from a two-year nursing program at a private college in the New England state. In using the purposeful sampling method, data collection and content analysis originated from the study participants' responses to a field-tested interview protocol. Research questions focused on the learning perspectives of the value in using a concept map with simulation in developing the critical thinking and reasoning skills and the appropriateness as a teaching pedagogy to help translate the knowledge into the clinical practice. Study findings indicated the feeling of uncertainty, confusion, and an overwhelming experience. However, the students found both activities helpful in developing the essential competencies if utilized in the beginning of the first nursing course and consistently across the program. Study findings contribute to an increase awareness of the nurse faculty on the benefits of utilizing a concept map with simulation as teaching pedagogies to learn about the nursing practice. Recommendations for future studies include comparing the learning perspectives with male nursing students and extending the research by following the student progress in the nursing program. [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.]