No study has yet been able to assess the situation in Quebec with regard to teachers’ evaluation practices in the context of clinical education in nursing. Considering the importance of clinical teaching and evaluation in the education of nursing students, this study is therefore justified. This article presents the results of a study that aimed to describe and understand the experience of teachers in the ongoing assessment of nursing students’ learning during clinical education. It aimed to describe the evaluation practices of teachers during the learning of students in a clinical education and achievement context, and to identify factors influencing these practices. In the context of descriptive qualitative research, data collection was mainly based on the description of practices reported and collected during interviews carried out with ten nursing teachers at a college in the region of Saguenay-Lac-Saint-Jean (SLSJ, Quebec, Canada). The results allowed, for instance, us to identify and to describe the evaluation practices used in this specific context of the study: direct and indirect observation; the questions put to the student and to the group of students; and individual and group feedback. They also allowed us to enumerate and categorize factors that can influence these practices, which are facilitating factors, barriers, and beliefs.