Nurses who care for clients in the 21st century must possess an understanding of the etiology, pathology, and therapies of a multitude of diseases. The preparation of pre-licensure nurses for a complex health care system is a fundamental requirement for colleges and universities of nursing. With the rapid pace of genetic discoveries from the 1990s to 2000s, recommendations were that nurses needed to improve their knowledge base by the addition of genetics to entry-level nursing programs. Twenty years since the primary recommendation and initiative, worldwide genetic and genomic content is still inconsistently incorporated into entry-level nursing programs, class content, the National Council Licensure Examination for Registered Nurses (NCLEX-RN®), and other certification exams. This study investigated the knowledge and attitude of nurse educators regarding genetics education. Lee S. Shulman's Role of Professional Knowledge and Education framework guided development of the research questions, data collection and analysis as a measure of the pedagogical knowledge and attitudes of nurse educators about genetics and their understanding of the role genetics has in both diagnosis and treatment of conditions. A sample of 2,700 nurse educators whose employing nursing education programs were members of the Southern Regional Educational Board (SREB) were sent an email survey consisting of the Genomic Nursing Concept Inventory (GNCI©) and additional survey questions formulated by the investigator. For 354 individuals who completed the GNCI© survey, the minimum score was 1 and the maximum score was 30. Results indicated that only 25% of the nurse educators scored 18/31 or more correct on the GNCI© survey. Over half (50.8%) of respondents (N = 180/322) stated they had not revised their courses to include genetics and genomics content described by the "Essentials of Baccalaureate Education in Nursing". When asked if they had taken courses in genetics, genomics, or inheritance, 55 (16.7%) individuals responded they had but 275 (77.7%) individuals responded they had not (N = 330). The relationship between Importance of Genetics in Course and Importance of Genetics to Individual Health was investigated. There was a large significant correlation between the two variables. [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.]