Successful completion of the Board of Certification (BOC) examination verifies that an athletic trainer has the knowledge and skills associated with the entry-level practice of athletic training, but earning a terminal degree ''does not mean that the person holding this degree necessarily understands how to design, implement, assess, or even instruct his/her content expertise.'' Craig (2006) further supported this statement when she stated, ''Not only do Athletic Training Programs (ATP) instructors need to be knowledge experts, they must also be able to effectively teach that knowledge.'' The question now is this: How do new faculty members in athletic training programs accomplish all that is required in their first few years in academia, especially when pedagogy was not part of their degree preparation? Through this column, the authors hope to provide practical advice to new, and soon to be new, faculty members in athletic training that is based on the current research and the authors' own personal experiences. They also hope this column helps both new and experienced educators reflect on their current positions and teaching practices. Last, they call for experienced educators to reach out and mentor new faculty members in all three areas of academic life--teaching, scholarship, and service.