The purpose of this study was to generate a new model of nursing practice education reflecting the voice of the participants in the research through participatory action research methods. The study was conducted at a hospital in south Florida where students received the majority of their practice experiences. Semi-structured interviews with 15 participants, program notes, and various data sources were analyzed consistent with grounded theory analysis. Grounded in this data is the emergent Theory of Empowering Preceptors, which accounts for the process through which preceptors formulated the practice model. The contributors to the development of this model of nursing practice education identified three key categories that empowered them to assume their role. The context in which nurse preceptors were educated helped them relate to students and to understand student concerns. Creating a ‘comfortable’ learning experience for the student occurred next, as the preceptor sought to create environments where learning was viewed as a process. Finally, the opportunity to shape student practice experience was where preceptors used their specialized knowledge in a variety of methods without faculty constraints. The support and contributions from this education/practice partnership were identified as integral to the support of these three categories, accounting for the partnership model.  Here, nurse preceptors expressed the value of coming to know the student, became involved in the student evaluation, and offered ways to communicate what the students learned.