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Background: The aim of this study was to explore which educational situations experienced clinical preceptors, without formal training as educators, find challenging in a nurse-training program. The Norwegian Agency for Quality Assurance in Education (NOKUT) points out collaboration with the practice field, and the requirement of a formal preceptor education as important factors in maintaining good quality. The recommendations also implies that preceptors have an increased responsibility for the clinical and educational bachelor studies. Method: Six focus group interviews were held with five experienced nurses over three months, and analysed with a content analysis approach. Findings: Seven subthemes were identified «Professional limitations», «Educating students about nursing holistically», «Being professional yet personal», «Big responsibility», «Giving a balanced evaluation», «Collaborating on the training program» and «Undertaking teaching responsibilities in a busy work context». A tension exists between the academic and the clinical context, where both professional, interpersonal and organizational challenges impact on the nurse functioning as a preceptor for the students. Conclusion: Formal education, reflection time and an extensive collaboration between all actors are required to alleviate the tension between the academic - and the clinical context.

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