A concept analysis is an in-depth examination of a phenomenon of interest as it relates to various disciplines. The literature lacks a clear definition of the concept of novice faculty; therefore, the purpose of this paper is to analyze and develop an operational definition of novice faculty through the methodology of Walker and Avant (2011). A literature search was conducted using four selected databases: PsycINFO, Computers and Applied Sciences, CINAHL, and ERIC, resulting in a total of 19 articles chosen and reviewed. Based on this concept, attributes, antecedents, and consequences were applied, as displayed in the concept map. A model case demonstrates all the defining attributes of the concept. Additionally, borderline and contrary cases are provided to illustrate distinctions among defining attributes. The analysis led to the following definition: A novice faculty member is a neophyte who works in a new culture and lacks experience in both theoretical and practical skills associated with the nurse educator role in the academic environment. The importance of the novice concept to the profession of nursing is highlighted through its implications for nursing science, education, and practice. The outcome of this analysis—the development of a conceptual definition of novice faculty—should be viewed not as a finished product but as a foundational step toward understanding the concept.