Background In today’s complex healthcare environments, the traditional teaching strategies and learning models are unable to prepare learners to confront with rapid changes. Some education scholars believe that the teaching strategies based on socioculturally theory are more responsible and efficient. Objectives The present study was conducted to investigate socio-culturally-based teaching strategies being adopted or assigned by Iranian clinical nurse educators as high priorities. Patients and Methods A descriptive study was conducted on 38 nurse educators from two nursing and midwifery faculties in Tabriz and Urmia, Iran. Data were collected over a period of 2 months in 2010 using the Phillip’s Adoption Appraisal Instrument, developed by Bonk & Kim. The instrument items have been ranked on a 4-point Likert-type scale and ordered in 10 subscales. The data were analyzed using SPSS software version 13.0. The overall mean, standard deviation, and confidence interval 95% were calculated for each subscale to determine the rank distribution of subscales. Results All strategies were known as a moderate adoption (2.72 ± 0.44 of 4), however prioritizing in adoption of socio-culturally-based teaching strategies from clinical nurse educators’ viewpoints indicated that 60% of strategies were evaluated as the most adopted strategies, 10% as the least, and the other 30% in moderate mode. Conclusions Due to the importance of socio-culturally-based theory strategies in clinical settings and the moderate adoption of strategies from clinical nurse educators’ viewpoints,educational planners and policymakers should prepare required prepositions to progress the adoption and the usage of these strategies.