The COVID-19 pandemic has had a profound effect on the educational system in the United States, especially nursing. Nurse educators are essential to educating the next generation of nurses, but they are in short supply while the need for nurses is growing. There is limited research on the impact that the COVID-19 pandemic has had on nurse educators' wellbeing. The purpose of this study was to explore the personal and professional challenges of being an academic nurse educator during the COVID-19 pandemic and the impact of this transition on their lives and academic nursing in the future. The research questions were (1) How do nurse educators describe the pedagogical challenges encountered when changing the format of nursing education as a result of the COVID-19 pandemic? (2) How do nurse educators describe the effects of the pedagogical challenges (when changing the format of nursing education) encountered and institutional constraints due to the COVID-19 pandemic on their personal wellbeing? (3) How do nurse educators believe their personal and professional challenges, through experiencing the COVID-19 pandemic, may impact academic nursing education going forward? The theoretical lens used to guide the study was Hardy and Conway's Role Theory and Schoening's Nurse Educator Transition (NET) model. The study design was a qualitative multiple-case, descriptive study employing a cross-case analysis of five nurse educator's individual interviews and documents employed at three baccalaureate nursing programs. Each nurse educator's case was individually presented and analyzed, then cross-analyzed. From the cross-analysis eight themes and five sub-themes where developed. The eight themes identified were (1) the Covid-19 pandemic resulted in pedagogical changes by the nurse educator to meet the course and student learning objectives; (2) nurse educators experienced tension over ethical issues that resulted in disunity; (3) institutional communication plays an important role in nurse educator satisfaction; (4) nurse educators struggled to balance educator role and home/life responsibilities; (5) nurse educators emotional and physical wellbeing declined due to educator role demands; (6) nurse educators are proud of their own and their student's resiliency; (7) student success became the nurse educator's responsibility and; (8) future academic nursing will change. [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.]