Aim: To examine the experiences of graduate-entry (accelerated) nursing students through a review of research-based literature. Background: Australian graduate-entry nursing degrees began in the mid 1990s and minimal research of these students has been undertaken. Comparatively, the United States introduced accelerated pathways in the early 1970s and a limited collection of corresponding research exists. Such courses are increasing globally and there is a need to gain a deeper understanding of student educational experiences. Methods: Multiple electronic databases were searched for literature published between 1996 and 2010. Twelve studies examining accelerated nursing students' course experiences met the criteria and were reviewed. Findings: Graduate-entry nursing students revealed a matrix of course detractors and course facilitators unique to the accelerated environment. Conclusion: This review identified the scarcity of research examining accelerated nursing students' course experiences. Future research will provide a deeper understanding of factors impacting upon students undergoing accelerated nursing programs leading to registration. Such knowledge may lead to refinement of existing courses, and the development of more efficacious future programs.