The role of the nurse teacher in practice has been subject to scrutiny by nurse teachers and professional reviews (Clifford 1993, 1996, Crotty 1993, UKCC 1999, Aston et al. 2000). Two models that emerge from the literature to participate in practice are the liaison lecturer or the lecturer practitioner role. A further model of faculty practice is identifiable. Faculty practice has it origins in North America, the consequence of which is there is a dearth of English literature/research enabling analysis of the appropriateness of such a model in the United Kingdom. At a time when nurse educationalists are being encouraged to remain clinically competent it would seem pertinent to explore a further model. In this article the first experiences of faculty pr actice are explored. Key themes to emerge from this experience are gaining access and professional issues arising from the delivery of care, which would benefit from evaluation with Trust colleagues and patients.