Purpose: This study aimed to explore nursing faculty’s experiences of teaching nursing students who were North Korean defectors.

Methods: Eight nursing professors who had experience instructing nursing students with North Korean defector backgrounds were selected through purposive sampling. Data were collected from September 19 to December 1, 2024. Individual in-depth interviews were conducted, and data were analyzed using a thematic analysis.

Results: Six themes were derived: (1) finding the singularity and becoming interested in it; (2) joining the journey toward academic improvement and passing the national exam; (3) watching and cheering the development of relationships with colleagues; (4) gradually breaking down walls that are hard to approach; (5) coaching based on personal characteristics and identifying strengths; and (6) feeling accomplished and inspired in the journey as an academic mentor.

Conclusion: This study provides meaningful insights into strategies for effectively supporting North Korean defector nursing students in nursing education settings. It highlights the importance of personalized approaches to their education and offers practical recommendations for enhancing their academic success and adjustment to college life that can be implemented by nursing faculty.