This study explored the relationship between student perceptions of faculty support and student perceptions of clinical competency in beginning and senior level nursing students. A total of 91 ethnically diverse, generic baccalaureate nursing students from a state funded university participated in the study. The participants completed Mozingo, Thomas, and Brooks\u27 (1995) Perceived Competency Scale (PCS), Shelton\u27s (2003) Perceived Faculty Support Scales (PFSS), and a demographic questionnaire. An independent t test determined that the observed mean difference between perceived competency scores in 46 beginning students (M=32.02) and 45 senior students (M=27.36) was statistically significant (t (89) =3.25,p\u3c.05). The students demonstrated high scores of perceived faculty support and demonstrated no difference between the beginning (M=94.82) and the senior (M=95.61) nursing students (t (87) =-.25,p\u3e.05). No statistically significant correlation was found between student perceptions of faculty support and their perceptions of clinical competency (r=-.20, p\u3e.05) in both groups. However, this study identified faculty behaviors that were perceived to enhance student achievement