Registered nurses (RNs) who are preceptors are often not prepared for this dual role. This qualitative case study examined the preceptors’ perceptions of nine registered nurses who were preceptors for new RNs in a sub-acute care children’s hospital in New York. The study examined the perceptions of the role of preceptors, activities sought by preceptors, and how registered nurses ensure that new RNs transition to the role of bedside nurse successfully. The Attention, Relevance, Confidence, and Satisfaction (ARCS) theory of motivational learning was the conceptual framework that guided this study. In depth interviews of purposely selected nurse preceptors were supplemented with a focus group interview and collection of demographic data. Data analysis occurred using open and axial coding of the transcribed audio-recordings of the data collected. This revealed that the preceptors’ perception of their role consists of six main themes: 1) Support for preceptors is an important component of the preceptor’s success; 2) Motivation for why preceptors precept are personal; 3) Preceptors perceive their role as teachers and mentors; 4) Preceptors perceived themselves to possess the qualities of patience and being skillful when precepting; 5) There is a variation in activities preceptors seek out for their orientees and necessary to enhance the learning experience; and, 6) Preceptors experience a variety of challenges; but despite these challenges, continue to perform in the role of preceptor. Findings of this study may influence nursing leaders to formalize preparation programs for preceptors to aid in supporting their dual role of nurse and nurse preceptor.