A nursing program has had difficulty from the years 2015-2022 consistently meeting the national pass rate requirement during students' first attempts taking the National Council Licensure Examination for Registered Nurses (NCLEX-RN). The purpose of this qualitative study was to explore perceptions of recent traditional and nontraditional nursing school graduates regarding which evidence-based learning strategies and resources were most effective in leading students to be successful during their first NCLEX-RN attempt. Knowles' theory of andragogy was the conceptual framework for this study. Research questions involved traditional and nontraditional nursing graduates' perceptions of which evidence-based strategies were successful for them. Using a population of 35 spring and summer 2020 graduates from this nursing program, purposeful sampling was employed to obtain eight participants, of whom four were traditional and four were nontraditional. Data were collected by conducting one-on-one private and semistructured interviews. Using Braun and Clark's analysis, four themes were identified: effective classroom techniques, resources to prepare for the NCLEX-RN, consistent Health Education Systems Incorporated policies, and consistent faculty guidance. Based on these findings, a three-day professional development training program was created to review evidence-based teaching strategies that can promote learning for nursing students. Improving this school's scores on the NCLEX-RN will lead to positive social change by increasing availability of nurses in growing communities and improving the reputation of the school via improved enrollment rates. [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.]