Academic nurse educators' use of caring attributes in the classroom could impact students' educational journey. Educators are leaders who should model caring behaviors toward their students. This role modeling will empower students to demonstrate these caring behaviors toward their patients. A literature review discovered a gap surrounding the study of faculty caring in the classroom. This research study explored students' perceptions and experiences of faculty caring in the undergraduate classroom in two traditional baccalaureate nursing programs. This study utilized a qualitative descriptive method with purposeful sampling and in-person recruitment at two universities in a Northeastern state in the United States. Watson's Theory of Human Caring framework guided the development of the semi-structured interview questions. A convenience sample of thirteen participants from the two universities shared their perceptions and experiences of faculty caring. Participants answered six demographic questions and completed virtual interviews. Three main themes and eight sub-themes emerged through content analysis of the interview data. Participants discussed that faculty caring correlated to a safe space where faculty used verbal and nonverbal communication and shared personal stories to enhance their learning. Participants discussed how the faculty's ability to read the classroom and utilize check-ins demonstrated faculty caring, influencing their success. Multiple participants verbalized certain faculty behaviors that expressed faculty caring. The behaviors of being approachable, supportive, personable, honest, flexible, knowledgeable, enthusiastic, respectful, humorous, and genuine demonstrated faculty caring. Educators can utilize these findings regarding the characteristics of faculty caring to reflect on their practice in the classroom.