| Sumario: | Nursing educators have a crucial responsibility for maintaining first-time National Council of Licensing Examination for Registered Nurses (NCLEX-RN) pass rates and reducing the impact of a national nursing shortage. A qualitative multiple case study was conducted to explore nursing students' experiences on NCLEX-RN preparation, including learning styles and approaches. Data were collected from nine associate degree nursing (ADN) graduates as three cases defined by years of graduation from 201 I to 2013. Kolb's Learning Style Inventory (LSI) was used to explore the learning styles. Eight major themes emerged from the study, including learning approaches and learning styles that were used by students for NCLEX-RN preparation. Nursing students that passed NCLEX-RN on their first attempt had a deeper learning approach. Also, the specific Kolb's learning styles of diverging, converging, and assimilating were helpful to students in passing the NCLEX-RN on their first attempt. This study provides information for nurse educators and leaders that can be used to improve NCLEX-RN pass rates.
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