The purpose of this qualitative single case study was to explore and describe the various formal and informal pressure sore prevention (PSP) educational encounters that occurred with an adolescent spinal cord injured client during his initial admission in an inpatient rehabilitation facility. Data collection supported the conclusion that nurses engaged most frequently in educational encounters with the client. Based on study findings, nurses should consider the following in planning client teaching: (a) assessing a client's learning style on admission and considering this when choosing teaching methods; (b) timing the delivery of PSP education to coincide with times when the information and skills would be most immediately applicable and relevant for the client; and (c) clarifying PSP measures of highest priority with clients while educating them. It also is suggested that rehabilitation nurses consider striking a balance between modeling important PSP measures in earlier phases of a rehabilitation program and encouraging client independence in these behaviors in later program phases.