This article explores the full-time clinical faculty position in selected educational leadership programs. Due to a gap in the literature, the need exists to engage in research studies to gain a greater understanding of this position. Questions guiding this study included: What is the experiential background of individuals who assume full-time clinical positions, and what factors influenced them to assume these positions? How have clinical positions been conceptualized within the overall faculty structure, and do clinical faculty members' perceptions of their roles align with their responsibilities? Finally, what institutional factors influence clinical faculty members' feelings of their status and value as contributing members of their institutions? This article begins with a brief review of literature pertaining to clinical faculty in colleges of education and presents job choice theory as a theoretical framework to examine individuals' attraction to this position. It then presents the results of a qualitative study of full-time clinical faculty in education administration, discusses implications, and provides recommendations for the clinical position.