The purpose of the study was to investigate how first semester nursing students initiate the process of socialization into the role of student nurse as revealed by what they say at the clinical post-conference. This qualitative, phenomenological study involved nine first semester associate degree nursing students who comprised a single clinical group. Student dialogue which occurred during the clinical post-conference was the primary data source; data were collected by the researcher acting in the dual roles of participant observer and clinical nursing instructor. Through the ongoing process of collecting, coding, and analyzing data (Glaser & Strauss, 1967), five categories emerged which were used for generation of theory. Finally, stages of role development were determined through use of a four stage Role Acquisition Model (Thornton & Nardi, 1975). Data analysis revealed that student nurse socialization involved students in (1) ongoing self evaluation, (2) formulating a definition of the nurse role, (3) identifying and resolving misconceptions, and (4) identification of must behaviors. These findings point to the importance of the post-conference as a location for nursing research and as a location for learning for both the student and the nurse educator. Recommendations are made for restructuring the clinical post-conference.