Background: The National League for Nursing (NLN) and the American Association of Colleges of Nursing (ACN) recognize that nurse educators are crucial to providing quality education, and innovative approaches are needed for preparing the future nursing workforce. Domestic study away programs led by nurse faculty can be an effective strategy to meet this need. However, there is a gap in the literature on faculty perspectives regarding domestic study away learning experiences, which requires further research. Purpose: The purpose of this qualitative descriptive (QD) study was to examine and acquire a greater understanding of the critical factors that influence nurse faculty knowledge, perceptions, attitudes, and behaviors toward domestic study away program development. Philosophical Underpinnings: The philosophical underpinnings that were used to guide this study were interpretivism and constructivism, where reality was constructed through subjective interactions. Methods: This study employed a qualitative descriptive design that used aspects of Charmaz's constructivist grounded theory. Collected data and analysis included purposive and snowball sampling. Semi-structured interviews were used to gather data from research participants. Memo-writing, reflexive journaling, and initial and focused coding were utilized during the interview and analysis process to generate notable themes. The sample range included nurse faculty participants, study away expert nurses, and non-nurse experts. One-on-one dialogues via a virtual platform were used to conduct all interviews. Results: Coding, content analysis, categorization, and thematic analysis yielded three primary themes related to the development of off-campus experiential domestic study away programs: nurse faculty experiences, measures for program success, and critical components for program development. These themes are aligned with categories related to participants' knowledge, perceptions, attitudes, behaviors, collaborative engagement, end-product deliverables, faculty training and education, advanced planning, instructional approach, and program design. The themes and categories were supported by current literature. Conclusions: Based on the views of nurse faculty members, nursing curricula should prioritize the development of cost-effective domestic immersive experiences for students. These experiences should involve community collaborations and aim to integrate global concepts and cultural diversity. By doing so, students can benefit from personal growth and transformational learning and become better prepared as future nursing leaders and global citizens. [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.]