Context: A clinical immersive experience is a new requirement within the clinical education standards as outlined by the Commission on Accreditation of Athletic Training Education. Objective: Determine athletic training program administrators' perceptions of challenges facing athletic training programs as they implement immersive clinical experiences during clinical education. Design: Sequential mixed methods. Setting: Commission on Accreditation of Athletic Training Education athletic training programs. Patients or Other Participants: Twenty-four administrators (7 male, 17 female) from 24 institutions with undergraduate and professional master's programs (1 undergraduate, 12 professional master's, and 4 offering both undergraduate and master's programs) responded to the survey, which was Phase 1 of the study. Seventeen of those who previously completed the Phase 1 survey volunteered to participate in Phase 2 of one-on-one, semistructured phone interviews (4 clinical education coordinators, 12 program directors, 1 department chair). Data Collection: Phase 1--24 participants completed an online survey. Phase 2--17 of the 24 respondents participated in a one-on-one, semistructured phone interview. Quantitative data collected in Phase 1 were analyzed by calculating means and frequencies, and in Phase 2, a general inductive approach was used to evaluate qualitative raw data from the interviews. Researcher triangulation and peer review were completed for credibility. Results: The 3 subthemes that emerged specific to administrators' perceived challenges regarding immersive clinical experiences for students were: (1) isolation; (2) financial burden; and (3) time engaged in learning. The 3 main subthemes that emerged specific to the administrators' perceived challenges regarding immersive clinical experience for programs were: (1) lack of a definition of the experience; (2) scheduling; and (3) preceptor involvement. Conclusions: Program administrators continue to seek clarity on when and how immersive clinical experiences should be implemented. These challenges, if not addressed, could influence buy-in from the faculty and preceptors, and affect the success of the student.