Context: The transition to practice process is complex and facilitated by many formal and informal processes. The coronavirus disease 2019 global pandemic presented unique challenges for athletic trainers. An identity-specific focus is necessary to understand better the transition to practice process during the pandemic. Objective: To understand (1) what socializing factors influence a cohort of women athletic trainers who graduated from the same professional master's (PM) athletic training program as they transitioned to practice and (2) the unique challenges the women athletic trainers faced as they sought employment and transitioned into their first professional roles during the pandemic. Design: Qualitative phenomenological cohort study. Setting: Semistructured, in-depth, 1-on-1 videoconference interviews. Patients or other Participants: Six women (24.83 ± 0.96 years old) who graduated from the same PM athletic training program now working in various athletic training settings. Data Collection and Analysis: We conducted semistructured interviews via Zoom (Zoom Video Communications). Interviews were transcribed, and a general phenomenological approach to analysis was used. Member checks, multiple analyst triangulation, and peer review were used to ensure trustworthiness. Results: Three main themes emerged that describe the effects of the pandemic on the transition to practice of women athletic trainers: (1) personal identity, (2) relational identity, and (3) professional identity. Several subthemes were also identified to further illustrate the participants' lived experiences. Conclusions: Although some of the participants' socialization and transition to practice experiences were similar to other graduates described in the literature, the personal, relational, and professional identities of these women athletic trainers were influenced by the pandemic. The participants purposefully sought women mentors to assist them with navigating the challenges of developing a professional identity during the pandemic. There is a need to create gender-specific networks to support individuals during their growth from novice to professional.