Because of the increasing demand for nurses entering professional practice to have a baccalaureate degree, the pressure to have faculty members prepared at the graduate level is also mounting. Due to personal, economic, or organizational factors, faculty members may undertake graduate studies at the institutions where they teach. No research has been found regarding the implications of nursing faculty members becoming students in the same institution. Thus, this qualitative descriptive study was performed to understand the implications. Data were collected through semistructured interviews from 12 participants. Interviews were recorded and transcribed verbatim for content analysis. The findings revealed that faculty members who became graduate students in their own institution had advantages that facilitated their learning. However, they received mixed messages about their identity as both a student and a faculty member. Implications for this dual identity on the learning environment are discussed.