The purpose of this qualitative hermeneutic phenomenological study was to describe the perceptions and experiences of practicing registered nurses (RN) regarding their clinical experience with faculty and horizontal violence (HV) during their nursing education. The problem is HV, a phenomenon in nursing that has increased in frequency and severity affects learning and the general well-being of the learner, the nurse, and the patient. Horizontal violence is compromising nursing's professional image, nurse recruitment and retention, and disturbing patient safety and satisfaction rates. Additionally, HV among nurses is a primary destructive issue affecting the advancement of the nursing profession. The final purposive sample for the study included 10 participants with varying nursing degrees, employed and living in the United States at the time of the study. Three distinct yet overarching frameworks were the proper contexts and included Bandura's social-cognitive theory, Freire's Critical Pedagogy, and Watson's theory of Human Caring. Data were gathered via Survey Monkey from the American Nurses Association LinkedIn group in November 2017. Five major themes were identified from the data analysis: (a) Lack of individual understanding of HV, (b) Lack of reporting structures for HV in clinical settings, (c) HV occurred in peer to peer and hierarchical settings, (d) Lack of an institutional policy for HV recourse, and (e) Deficient teaching on HV. Recommendations for practice included (a) enhancing education on HV for the student, practicing nurse, management team, and all members of the patient delivery team. Two recommendations for future research included a quantitative correlation study of theme 1 and a quantitative comparative study of themes 1, 2, 3, 4, and 5 to compare HV operationalized constructs. [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.]