This article presents the findings of a year-long exploratory and descriptive research study designed to explore and describe the perspectives of six Canadian nurse educators regarding clinical teaching. A perspective consists of a teacher's theoretical, knowledge and value claims in regard to teaching. The participants' perspectives revealed how they intended to teach in the clinical area, as well as how they perceived and responded to situations which arose in clinical learning experiences. The research highlights the need to explore the possible consequences of teachers' value and knowledge claims with all clinical teachers, particularly novices.