Electronic communication, most notably email, is ubiquitous in higher education and remains the dominant, most commonly used communication method in the workplace. Unfortunately, student emails are often abrupt, lack salutations and signatures, and can even be riddled with errors that make it difficult to understand their intended message. This basic qualitative research study explored baccalaureate nursing faculty members' experiences with email communication with their students. The following question guided the study: How do nursing faculty describe their experiences with email communication with undergraduate baccalaureate nursing students? The sample was 15 nursing faculty teaching in an undergraduate baccalaureate nursing program in the United States who use email to communicate with their students. Data were collected through semi-structured Zoom interviews. The data were analyzed using thematic analysis, resulting in five central themes: (a) positive email aspects; (b) generation differences; (c) email conventions; (d) work-life balance; and (e) negative email characteristics. Findings from the study added to the body of literature available to nurse educators who seek a deeper understanding of the experiences of using email to communicate with their undergraduate nursing students. Outlining the experiences of nurse educators using email to communicate with their students informed nursing educators who may develop programs and write policies that address email communication within nursing education. [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.]