Context: Before new strategies and effective techniques for implementation of evidence-based practice (EBP) into athletic training curricula can occur, it is crucial to recognize the current knowledge and understanding of EBP concepts among athletic training educators. Objective: To assess athletic training educators' current knowledge, comfort, and perceived importance of evidence-based concepts. Design: Cross-sectional survey design. Setting: Online survey instrument. Patients or Other Participants: 141 respondents (28.3% response rate) from a convenience sample of 498 athletic training educators. Main Outcome Measure(s): Demographic information and knowledge, comfort, and perceived importance of 11 EBP concepts (definition of EBP, steps of EBP, reliability, validity, intra-class correlation coefficient, kappa coefficient, specificity, sensitivity, likelihood ratio, positive predictive value, negative predictive value) were obtained. Results: Participants' overall EBP knowledge score was 64.4%. Characteristics associated with higher knowledge scores were terminal degree (69.92% [plus or minus] 10.36, P less than 0.001), hours of research per week (66.96% [plus or minus] 12.61, P = 0.029), and hours of teaching-related tasks conducted per week (67.47% [plus or minus] 12.48, P = 0.002). Overall EBP comfort was 2.37/4.0 ("uncomfortable"). Characteristics associated with higher comfort scores were terminal degree (2.51 [plus or minus] 0.67, P = 0.017), hours of research per week (2.52 [plus or minus] 0.69, P = 0.025), and EBP workshops previously attended (2.56 [plus or minus] 0.66, P = 0.002). Overall EBP perceived importance was 3.34/4.0 ("important"). The characteristic associated with higher importance scores was hours of research per week (3.44 [plus or minus] 0.45, P = 0.009). Conclusions: Athletic training educators' current knowledge of EBP concepts needs to be improved. This study indicates that athletic training educators are uncomfortable with evidence-based concepts, yet believe it is important for curricular implementation. The future development of workshops and teaching models should focus on the varying levels of EBP concepts. Distinguishing modes for curricula implementation might also be an effective way to increase knowledge, comfort, and perceived importance levels. (Contains 4 tables and 1 figure.)