The complex profession of nursing requires the practitioner to be knowledgeable, skilled, and autonomous. It is estimated that only 34.2% of today's nurses hold degrees at the baccalaureate level and above. Growing evidence indicating baccalaureate-degreed nurses are better prepared to meet the demands of this complex profession has led to policymakers and practice leaders touting the importance of this degree. Despite recommendations to raise the educational bar in nursing, nurses are not making great strides to universities to continue their education. Many do not pursue a baccalaureate degree because of family, work, and personal time constraints. Traditional means of education may not be a viable option for many, and distance learning provides an alternative for students who might not otherwise be able to pursue degrees. The number of RN-BSN distance education programs has increased significantly since 2000 but little research exists regarding the perceptions RN-BSN students have about the distance learning experience. Because the distance education experience differs vastly from that obtained through traditional classrooms, it is imperative for the RN-BSN contemplating distance education to know what to expect. The intent of this dissertation was to study the structure of the learning experiences of RN-BSN students participating in distance education programs. In order to accomplish this goal, data were obtained from 11 interviews with RN-BSN distance education students about their perceptions and assumptions before beginning their coursework, and their perceptions and actual experiences, as well as perceived challenges after experiencing the 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.]