In the United States, healthcare-associated infections are one of the top 10 causes of death. With the rising costs of treating infections in the millions of dollars range, prevention is a core issue for the nursing profession. Due to the complexity of disease transmission and the persistent nature of certain microorganisms, traditional teaching methods may not be sufficient to promote critical thinking regarding infection prevention and control measures in undergraduate nursing students. This study explored which teaching strategies students perceived as most effective in transferring knowledge from the classroom to the practice setting as well as perceived compliance among students. The theoretical framework of constructivism is applied in this analysis of infection prevention and control concepts taught in the undergraduate nursing curriculum. A descriptive, quantitative design utilizing a cross-sectional survey examined various types of teaching strategies. A paper survey was administered to two different undergraduate nursing cohorts (Class A and Class B) in one undergraduate nursing program. A total of 68 students participated in the study. Data analysis indicated that there was no statistically significant difference among perceived effective teaching strategies or perceived compliance with infection prevention and control concepts between Class A and Class B. Overall, students reported that live lecture was the best perceived teaching strategy for the transfer of knowledge to take place from the classroom to the practice setting. [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.]