Objective: The objectives were to assess teaching backgrounds, self-perceived teaching methodology knowledge, and self-perceived competence of Athletic Training Education Program (ATEP) instructors to determine if there was a need for more instruction in teaching methodology (TM). Design & Setting: This was a quantitative design utilizing a discrepancy needs assessment model. A web-based survey was used to gather data. This was a total population study with no sampling. Subjects: The population studied was Certified Athletic Trainers (ATCs) in the United States who had obtained a master's degree and were working in a college/university setting. The instrument further defined the study population to those who were currently teaching (study conducted in Fall 2002) in approved or accredited ATEPs (N = 149). Measurements: The items measured were each participant's educational and instructional background, their knowledge of 20 TM components, their self-perceived competence on those same 20 TM components, and their likelihood of pursuing future TM instruction. Results: Participants with lower gap scores generally had less previous instruction in TM, lower knowledge scores, and were less likely to pursue future instruction in TM. Neither amount of previous instruction in TM nor how long the participants had been teaching significantly influenced self-perceived competence scores. Taking an undergraduate TM course and the use of structured mentoring significantly predicted self-perceived competence scores. Conclusions: This study illustrates the need for more TM instruction to be included in the preparation of ATCs with master's degrees who have or will have teaching responsibilities associated with their jobs. It would be prudent for athletic training graduate degree programs to include TM instruction in their curriculums and/or fieldwork. There is also support for the pursuit of a M.Ed. degree for students who wish to teach in the future.