Context: Clinical integration impacts athletic training students' (ATSs) motivation and persistence. Research has yet to elucidate the manner in which different clinical placements can influence clinical integration. Objective: To examine differences in the levels of clinical integration achieved by ATSs across various clinical sport assignments. Design: Cross-sectional survey. Setting: Thirteen undergraduate athletic training programs. Patients or Other Participants: Questionnaires were administered to 169 ATSs previously engaged in clinical education experiences. One hundred twenty-nine participants completed the questionnaire, for a response rate of 76.33%. Participants completed an average of 4 ± 2 clinical rotations. Intervention(s): The 11-item clinical integration scale was administered either in-person or online methods. Responses were scored on a 6-point Likert scale (1 = "strongly disagree" to 6 = "strongly agree"). Main Outcome Measure(s): Mean clinical integration scores (potential minimum score of 11, maximum score of 66), were calculated for each clinical placement. One-way analysis of variance was used to identify differences in clinical integration achieved across clinical placements. Results: We found differences in clinical integration achieved across various clinical assignments (F[subscript 19,415] = 3.486, P < 0.001). Students completing a rotation with college football achieved the lowest levels of clinical integration (46.9 ± 9.1). Other sports rated higher, ranging from 51.6 ± 10.1 (baseball) to 57.8 ± 4.5 (lacrosse), with all reporting less anxiety and time wasting than were associated with football. The high school rotation was also rated highly (54.7 ± 6.4), with higher levels of learning reported and fewer concerns about anxiety, excessive hours, and wasting time. Conclusions: There were clear differences in clinical integration achieved between sites. In particular, ATSs completing clinical rotations with college football reported the lowest levels of clinical integration. These low levels of integration stemmed from feelings of wasting time, completing menial tasks, excessive hours, and anxiety associated with the educational experience.