The purpose of this study was to explore Rwandan nursing clinical instructors’ (CIs) experiences of structural and psychological empowerment. CIs play a vital role in students’ development by facilitating learning in health care practice environments. Quality nursing education hinges on the CI’s ability to enact a professional role. A descriptive qualitative method was used to obtain an understanding of CIs empowerment experiences in practice settings. Kanter’s Theory of Structural Power in Organizations and Spreitzer’s Psychological Empowerment Theory were used as theoretical frameworks to interpret experiences. Interview data from 21 CIs were used to complete a secondary analysis. Most participants perceived the structural components of informal power, resources, and support while formal power and opportunity were limited, diminishing their sense of structural empowerment. Psychological empowerment for CIs stemmed from a sense of competence, meaning, impact and self-determination they had for their teaching roles and responsibilities in the practice setting.