To remain contemporary, undergraduate nurse education needs to focus on the development of critical thinking and problem solving skills. To this end many have responded by promoting curricular changes favouring the use of Problem-Based Learning (PBL). The study reported in this thesis was undertaken within the interpretevist paradigm uses a grounded theory approach to generate theory on how nurse educators have ?dealt with? the introduction of a locally-developed PBL curriculum. The central proposition of the substantive theory generated is that a typology of nurse educators can be identified: enthusiasts, pragmatists and resistors. Several recommendations for further research are offered.