Workplace integration of undergraduate student nurses through clinical placement remains an integral part of nurse education. The role of clinical facilitators who support this integration is complex and shaped by the expectations of various key stakeholders. These multiple expectations often resulting in the role being blurred and lacking clarity. The research aim is to identify the roles and expectations of clinical facilitators from the perspectives of academics/educators and students and to explore qualities that allow clinical facilitators to conduct their role effectively. A cross-sectional survey was utilised. Exploratory factor analysis, free text data and comparative analysis were used. Findings suggest a discordance in understanding of the clinical facilitator role by educators and students. Students tended to focus on skills and knowledge without consideration of the broader nursing profession. The clinical facilitator’s ability to role model and influence is seen as a “hidden curriculum” that students are largely unaware of. The clinical facilitator role is complex, with education critical in supporting this role and thus the success of students. Illumination of the hidden nursing curriculum would enable better understanding of the clinical facilitator role in engaging students with the varying requirements of the nursing profession.