This research gathered information on the knowledge and readiness of nursing faculty to teach lesbian, gay, bisexual and transgender (LGBT) health in baccalaureate undergraduate nursing programs. The attitudes and knowledge of nursing faculty to teach LGBT health issues, and gaps in the knowledge of faculty's willingness to incorporate LGBT health into the nursing curriculum were identified. The purpose of the study was to collect information to answer the research question: "How do nursing faculty describe their knowledge and readiness to teach LGBT health in baccalaureate undergraduate nursing programs? This study aimed to increase faculty and administration's awareness of the importance of including LGBT health in the nursing curriculum. Goals of this study were to add to the knowledge base on this topic and clarify nursing faculty's knowledge and readiness to teach LGBT health. A generic qualitative design was used. Twelve nursing faculty currently teaching in a baccalaureate nursing program were interviewed using open-ended, semi-structured interview questions. Eleven of the participants were female, and one was male. Nine of the faculty were Caucasian, two were African American, and the male faculty is a mixed race of Asian and Caucasian. Their ages range from 31 to 68 years old. The faculty had an educational level of at least a master's degree, along with other specialty certifications. Themes of "knowledge," "ability and comfort," "LGBT content in curriculum," "barriers," "teaching strategies," "support needed," "training," and "comments" emerged from the data. The study's findings were analyzed considering Madeleine Leininger's nursing theory of cultural care diversity and universality. An inductive data analysis process followed the standard procedures model of Percy et al. (2015). The study's results identified gaps in faculty knowledge and readiness to teach LGBT health. Faculty's responses stressed the need for structural faculty training, professional development, representation, an open dialogue, and planned ways of including LGBT health topics in the classroom. Some of the participants shared their knowledge of LGBT health issues while others admitted to having limited knowledge. They offered a range from zero to two hours per semester that is spent lecturing on LGBT health. When the topic of LGBT health is presented in the classroom, it is covered mainly in the context of sexual health, HIV/AIDS, and STIs. The topic of LGBT health is rarely covered in clinical activities or curriculum committee meetings. Recommended future research are to explore students' perspectives on including LGBT health in their nursing curriculum and on the effectiveness of additional faculty professional development and training programs. [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.]