Context: Athletic training programs can develop their own content and mechanisms for developing preceptors. Ideally, preceptor development sessions should meet the needs of both the educational program and the preceptor; however, there is a gap in the existing literature regarding athletic training preceptors' perceived learning needs. Objective: To examine preceptors' perceived learning needs regarding preceptor development and determine if differences occur based on preceptor characteristics. Design: Cross-sectional. Setting: Online survey platform Qualtrics. Patients or Other Participants: Seventy-nine preceptors (31.66 ± 8.63 years, male = 32, female = 47, years certified = 9.46 ± 8.27, years as preceptor = 6.08 ± 5.88) affiliated with professional programs in National Athletic Trainers' Association District 4. Main Outcome Measure(s): The Preceptor Needs Assessment included 5 sections (Teaching and Learning in the Clinical Setting, Evaluating Students, Communication, Student Development, and Mentorship). Preceptors were asked to rate topics in each section on their perceived level of helpfulness (1 = "not helpful," 2 = "somewhat helpful," 3 = "very helpful") if they were to be included in a preceptor development session. Descriptive statistics (ie, means) were used to examine the data, and differences in perceived needs based on demographic characteristics were assessed with X[superscript 2] analysis. Statistical significance was set a priori at P = 0.05. Results: Topics in evaluating students (2.39 ± 0.47) and teaching and learning in the clinical setting (2.38 ± 0.41) were rated most helpful and concepts in mentorship (2.13 ± 0.59) least helpful. No significant differences in perceived helpfulness of any topics were noted in relation to participant characteristics, including years as a preceptor, clinical setting, and educational background (P > 0.05). Conclusions: Learning needs of preceptors do not appear to be based on years of experience, clinical setting, or educational background. Athletic training programs should aim to offer preceptor development related to teaching and learning in the clinical setting while specifically providing guidance on developing students' critical thinking skills and teaching clinical decision making.