This study investigated prelicensure baccalaureate nursing faculty's lived experiences of providing incivility awareness education to students. The problem was that previous research regarding incivility awareness education to prelicensure baccalaureate nursing students focused on pilot studies to find effective strategies and students' receptiveness to educational approaches, but it lacked the nurse educators' experiences of delivering the education. The purpose was to explore the lived experiences of nurse educators providing incivility awareness education to prelicensure baccalaureate nursing students. with at least 1 year of teaching experience in prelicensure baccalaureate nursing programs and had taught the topic of incivility awareness. Using the qualitative interpretive phenomenological approach, purposive sampling, and semistructured interviews to gather thick data from the six nurse educators, three major themes emerged. Using thematic analysis and coding, student interactions, teaching approach, and motivating factors were the findings surrounding their experiences of teaching incivility awareness. This analysis was correlated with the literature and theory of faculty empowerment for students to foster civility model. The study, supporting the mission for positive social change, to aid knowledge transfer among nurse educators and inspire incivility awareness education into their educational setting may positively influence their students' knowledge of recognition of incivility. This may equip them with strategies to address incivility during school and beyond graduation. [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.]