Nurse educators struggle on how to prepare competitive nurses who can provide best possible quality care to their patients in the increasingly complex healthcare environment of the twenty-first century [1]. Different strategies like lecture, discussion, tutorials, cooperate learning etc are used to convey knowledge to the students so that they will be able to work collaboratively, think critically, draw reasoned conclusions, and make complex decisions in their profession more effectively [2]. Cooperative learning plays a pivotal role to prepare them to face the contemporary challenges and thus can be helpful in improving overall quality in healthcare [3,4]. The tool could also be beneficial to teach physiology which is the backbone of medical sciences. The objectives of this study are to identify the knowledge about cooperative learning strategy among nursing educators and to assess their attitude and practices about integration of these strategies and the barriers they usually faced in implementing them. It is a Cross-Sectional Survey in which 100 nursing educators were selected from different institutes of Karachi, Pakistan through Convenient Sampling and a self administered questionnaire was used to achieve the research objectives. Consent was taken from each participants and Data was analyzed through SPSS software. It has been found that nursing educators have knowledge regarding cooperative learning. 72% of the participants have knowledge about cooperative learning. Besides this they also have positive attitude towards it and approximately 43% of the participants always use cooperative learning structures in their practice but they are facing certain barriers in implementing these strategies. Few of the major barriers are workload, lack of motivation and management support. Hence it can be concluded that nursing educators have knowledge and competencies regarding cooperative learning with respect to teaching physiology. But more emphasis should need to be given on training in relation to cooperative learning as it will not only help in professional development of educators and effective teaching but may also results in the production of efficient competitive nurses who have more self reliance and improved interest in physiology.