Context: Multiple concepts contribute to effective clinical education practice, such as professional socialization, mentoring, and intergenerational learning differences. As the professional degree transition occurs, programs are being afforded the opportunity to restructure clinical education experiences. In March of 2018, the Commission on Accreditation of Athletic Training Education released the newest version of the professional program accreditation standards, and 1 of the new standards that has been adopted requires programs to include a 4-week immersive experience. This concept of immersion as a means to deliver clinical education is not a new concept, but few use it in athletic training. Objective: Identify perceptions of immersion as seen by athletic training educators and offer potential integration methods. Design: Qualitative interviews conducted over the fall and winter of 2017. Setting: Individual phone interviews. Patients or Other Participants: Eleven athletic training educators with a variety of demographic characteristics. Main Outcome Measure(s): We analyzed data using the constant comparative method (2 researchers). A third then analyzed data for triangulation. Results: Three themes were identified--(1) benefits of immersion; (2) implementation concerns; and (3) strategies for implementation. Conclusions: Although many debate the length of immersive experiences and the value that such an experience brings, educators within this study agreed that immersion would provide benefits to their current clinical offerings. Additionally, individuals currently offering immersion experiences provided real-life examples and strategies that have the potential to provide insight and guidance for those who are still looking at options for implementation.