This research involved investigating descriptions of experiences of undergraduate nursing faculty when incorporating mental health topics into their instruction. Nursing curricula are changing from traditional curricula to evidence-based curricula. With this change, undergraduate nursing faculty who have not previously taught mental health topics may be required to incorporate them into their instruction. The resulting research question was: how do undergraduate nursing faculty describe their experiences when incorporating mental health topics into their instruction? The research methodology was a basic qualitative study conducted using semi-structured guided interviews. The study population was undergraduate nursing faculty with a sample of ten undergraduate nursing faculty. Participants had a minimum of a Master of Science in Nursing degree, were employed by a nursing school, and had 1-7 years of nursing education experience. Data were coded by categories derived from the interview questions. The data were analyzed using thematic analysis. Emergent themes were defined and discussed. The descriptions of undergraduate nursing faculty experiences when incorporating mental health topics into their instruction revealed that faculty focused their instruction of mental health topics on topics related to their previous clinical experiences. The themes that emerged from the thematic analysis were storytelling, guided reflections, monitoring student response, not counseling students, clinical expertise, the comfort of curriculum, diverse experience, and scope of practice. [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.]