The lack of enough nurse faculty is a primary cause of the insufficient RN workforce. Without addressing the faculty shortage, the number of future nurses will continue to fall short, negatively impacting the quality of care. This study aimed to evaluate the individual nurse's actual and perceived return on investment for the transition from a clinical practice role to an academic nurse educator role. A quantitative comparison design was used to evaluate the study hypotheses. Data were collected electronically from 246 participants using a validated researcher-constructed survey instrument with multiple choice, Likert-type, and two open-ended response items. The findings indicated a statistically significant relationship for income comparing practice and academia, and when considering the highest level of education and prelicensure program type. The content analysis on perceived return on investment found dissatisfaction with salary, improved quality of life, personal fulfillment, and unpreparedness for the nurse faculty role. The content analysis on motivation and commitment factors found themes of giving back to the profession, flexibility, work/life balance, improved physical and mental well-being, and tangible benefits. The conclusions from this study have implications for nursing education, practice, and policy. This study enhances the knowledge surrounding the transition from clinical practice to academia and may guide nurse faculty recruitment, support, and retention. [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.]