This study focused on the aspects shared by nursing faculty that impact the teaching and evaluation of clinical judgment in the traditional classroom environment. Literature revealed the importance of clinical judgment in the practice of nursing, and the National Council State Boards of Nursing (NCSBN) also demonstrated the importance of competence in clinical judgment with the release of the next-generation National Council Licensure Examination (NCLEX) (NCSBN 2018a; NCSBN 2018b; NCSBN 2023). Much of the literature focused on the development of clinical judgment, but a gap in the literature was identified in the lack of research including nursing faculty perspectives and experiences with the evaluation of teaching strategies associated with clinical judgment development. This study utilized a focused ethnographic approach to explore nursing faculty's experience with evaluating clinical judgment teaching strategies in the prelicensure classroom environment. All participants in this study were full-time nursing faculty members, and data saturation was reached upon the tenth interview. The interview transcripts were coded using first and second-cycle methods as described in Saldana (2016). The data was then analyzed using thematic analysis with two major categories and eight major themes emerging from the data. The findings of this study provided insight into the faculty voice and perspective of the current state of evaluating clinical judgment teaching strategies, as well as the perceived role that faculty members take on when teaching and evaluating clinical judgment. [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.]