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Nursing accreditation bodies have recommended that nursing education programs prepare graduates who display competence in leadership. However, the reality of how nursing leadership skillsets are acquired at the undergraduate level and transferred into practice remains debatable. The purpose of this qualitative study was to understand how nursing educators teach leadership in Louisiana baccalaureate programs contrasted with ideal policy expectations. The action learning and reflective practice theories provided the foundational theoretical influences for this study. Six face-to-face virtual interviews were conducted with nursing faculty who were currently teaching or had taught leadership in a baccalaureate nursing program for at least 1 year. Data collection and analysis using the constant comparative method of the Corbin and Strauss grounded theory approach was used. From the data analysis, 7 main themes were identified, including the purpose of the leadership course, the selected teaching strategies to meet the purpose of the course, teaching to support student learning styles and workplace expectations, the application of evidence-based practice principles for leadership, the measured effectiveness of selected teaching strategies, faculty perspectives of leadership efficacy at the undergraduate level, and faculty perspectives for future nursing leadership education. Research findings suggest that positive social change for undergraduate nursing education could be influenced by the employment of active learning and reflective practice allowing the student to experience leadership, reflect on leadership, and improve on developing leadership competence. The generalist would become receptive to leadership before entry into practice, impacting the changing healthcare environment.