Paradoxes exist in athletic training education. To practice as athletic trainers, clinicians must be able to demonstrate competency in the knowledge, skills, and abilities that span athletic training's broad scope of practice, and supervise students preparing to be athletic trainers. Preceptors must be credentialed to practice and meet continuing education requirements across this broad scope of practice. However, to teach students in the classroom/lab settings, the Commission on Accreditation of Athletic Training Education standards require that athletic training faculty must be "qualified through professional preparation and experienced in their respective academic areas as determined by the institution," "be recognized by the institution as having instructional responsibilities," and must "incorporate the most current athletic training knowledge, skills, and abilities as they pertain to their respective teaching areas." These requirements then prompt the question of how to best transition competent clinicians who are trained as clinical generalists into athletic training educators who must be content and clinical skill experts who have advanced skills in instruction and learning. This article discusses ways in which administrators, athletic training teaching faculty, and novice teachers can work to ensure that novice teachers are provided with every opportunity possible to become more knowledgeable so that students can learn maximally and become competent clinicians.