Americans over the age of 65, the fastest growing group in the United States, are putting an increased demand on the healthcare system. As the population of persons 65 years and older grows in numbers, it becomes vital to have healthcare professionals educated to care for their complex needs. Because many pre-licensure nursing programs assign nursing students to geriatric patients for their first clinical experiences, it is important to understand how these experiences may be influencing their attitudes toward persons who are aged. The purpose of this research was to determine if nursing students' attitudes toward persons who are aged changed following their first clinical experiences and if there was a difference in students' attitudes based on the sequence of their clinical experiences. This quasi-experimental study surveyed consenting first semester prelicensure nursing students before, during, and after completing their first clinical experiences using the Refined Aging Semantic Differential instrument. Kolb's Experiential Learning Theory was used to guide the study. Results showed that all nursing students entered the program with positive attitudes toward persons who are aged. Although overall scores remained positive throughout the semester, there were differences in attitudes between groups based on sequencing of clinical assignments. These results indicate sequencing of geriatric care clinical assignments may influence student attitudes.