The 2020 Coronavirus pandemic forced 168 million educators and students to suspend face-to-face classroom instruction worldwide. The unprecedented disruption tested healthcare systems and accentuated the growing crisis in nursing resources, which are critical for battling the virus. The need for nurses fostered a herculean effort of nurse educators to rapidly transitioning to online teaching. This basic qualitative study explored: What are baccalaureate nurse faculty experiences transitioning from face-to-face classrooms to online teaching during the Coronavirus pandemic? A literature review established well-defined evidence at the onset of the transition. A gap in the literature on faculty experiences transitioning to online at the pandemic onset and throughout 2019, and 2022 required further exploration (Gill & Suber, 2020). The aim of the study explored nurse faculty experiences transitioning and teaching during the pandemic. The research sought insight into the forced transition toward modernized teaching during a historical era in nursing education. The study conducted eleven semi-structured interviews via zoom with nurse faculties that experienced a minimum of one transition from classroom to online teaching during the pandemic. The recorded zoom interviews were converted to transcripts for data analysis. A thematic analysis of 67 codes constructed four sub-themes, powerlessness, supportive activities, transformative ideas, and self-efficacy. The second analysis sought new information and discovered four themes, transition intensity, peer support, innovation, and resiliency. The study findings provided detailed actions and attitudes of participants throughout the rapid curriculum modernization and throughout three years of pandemic. In previous literature, faculty accounts described the shock, fear, and overwhelming challenges in the transition. The results of this study, participants illuminated faculty attitudes and actions that fostered peer support through team systems and acknowledged of the need to modernize the curriculum. [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.]