Background: The rapid advancement of telehealth technologies and their growing role in healthcare delivery-especially during and after the COVID-19 pandemic-has underscored the urgent need to integrate telehealth competencies into nursing education. Despite this global shift, Saudi Arabia’s nursing curricula lack systematic telehealth training, creating a gap between healthcare needs and educational preparedness. Aim: This study aimed to evaluate the integration of telehealth into nursing education in the Eastern Province of Saudi Arabia by assessing nurses' knowledge, attitudes, exposure, and educational preferences related to telehealth. Methods: A descriptive cross-sectional design was used. A validated questionnaire adapted from Rettinger et al., (2024) was distributed via Google Forms to 100 Saudi nurses and nursing students holding a bachelor’s degree from Saudi institutions. The instrument assessed demographics, telehealth training experiences, perceived competencies, attitudes, and curricular preferences. Descriptive statistics were applied to analyze responses. Results: The majority of participants rated their digital competence as good or very good (73%). While 81% expressed strong interest in telehealth for their profession, only about half had practical exposure to telehealth tools mainly through phone or video consultations. Participants preferred integrating telehealth as an elective or mandatory topic later in their academic progression. There was notable interest in practical content, such as technical skills, legal aspects, and device usage. Conclusion: Although the attitudes toward telehealth were overwhelmingly positive, the findings reveal a significant gap between the perceived importance of telehealth and the limited training provided. There is an evident need for structured, competency-based curricula that include simulation-based and Interprofessional learning experiences to ensure readiness for digitally enabled healthcare environments.