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Nurse teacherhood is composed of many factors. It includes nurse teachers’ tasks and different multidimensional roles and also nurse teachers’ individual experiences of being a nurse teacher. Nurse teachers’ experiences of nurse teacherhood depend on the meanings they give to the different factors. In other words, there are not only one but also several interpretations of what nurse teacherhood is. These interpretations affect what is important for each nurse teacher in their own nurse teacherhood and how satisfied they are with their profession. This paper is part of a larger study examining how Finnish nurse teachers experience their nurse teacherhood in polytechnics. The purpose of this paper was to describe nurse teacherhood during the years 2003 and 2004, when polytechnics and thus also nurse education were actively being developed in Finland. Nurse teachers ( N = 34) were interviewed and the data were analysed using the grounded theory method. The categories describing nurse teacherhood were: process of change in the organisation, operating culture of the health care working community, professional self-esteem, focus of competence, relationship with students, the future in one’s profession and requirements for staying in the profession. The core category was commitment to nurse teacherhood. Nurse teachers’ individual experiences of the significance of the categories describing teacherhood were reflected by their level of commitment to teacherhood. Nurse teachers, whose commitment to nurse teacherhood was weak, were especially unsatisfied with changes related to their teacherhood. Nurse teachers’ conceptions of their future as nurse teachers were significant in terms of the direction in which they were developing their own teacherhood. Some nurse teachers who were weakly committed to nurse teacherhood considered it unlikely that they would continue in the profession in the future.