Context: Doctoral education is the mechanism whereby athletic trainers can develop an awareness of their future roles and responsibilities in higher education. Evidence suggests that doctoral education may provide an incomplete understanding of these roles and responsibilities, warranting further investigation. Objective: To gain a better understanding on how athletic training faculty members are socialized into their role. Design: Qualitative study. Setting: Higher education institutions. Patients or Other Participants: Twenty-eight athletic training educators (14 men, 14 women) who had completed doctoral training. Participants' average age was 39 ± 6 years, with 11.6 ± 5.6 years of experience working in education. Main Outcome Measure(s): One-on-one interviews were completed with all participants following a semistructured framework. Data saturation drove sampling. Inductive analysis was used to evaluate the data. Member checks, peer review, and researcher triangulation established rigor. Results: The first theme, professional socialization, was defined by participants as those experiences in their doctoral training that provided role understanding. The second theme, organizational socialization, speaks to those experiences that occurred once the athletic training faculty member was employed full time in higher education. The category of mentorship was articulated, in both themes, as impactful in both professional preparations at the doctoral level and during the institutional socialization process once a novice faculty member is hired. Conclusions: Doctoral education provides the platform for role understanding, which allows the athletic trainer to be prepared to transition into the faculty member role. Specifically, engagement in the role and mentoring provided this role awareness, which is common within the socialization framework. Institutions also offer formalized orientation sessions as a means to assimilate, and mentoring is also available for support.