Certified athletic trainers who have transitioned from clinician to core faculty are tasked with various new roles and responsibilities within athletic training education programs. Throughout this transition, these faculty members encountered both challenges and opportunities and expressed a lack of understanding pedagogical preparedness. Smooth transition into academia hinged on robust support systems, mentorship, and professional development. The purpose of this study was to explore the lived experience of certified athletic trainers who have transitioned from clinical practice to faculty in a master’s program in athletic training.
