Background: This study examined the integration of formal debriefing in athletic training clinical education, addressing a gap in understanding its role during the transition to professional master's programs. It focused on how formal debriefing can bridge the shift from traditional learning models, ensuring effective student learning and knowledge application in diverse clinical scenarios. The study specifically explored the perceptions of preceptors and students about the incorporation of debriefing in a Commission on Accreditation of Athletic Training Education accredited athletic training program. Methods: This qualitative study used a purposive sample of five preceptors for an accredited athletic training program with training in formal debriefing as well as the seven students with whom they worked. Data were gathered through semistructured interviews and transcribed verbatim. Analysis involved a general inductive reasoning process, progressing from specific information to broader thematic units. Trustworthiness was ensured through peer-debriefing, member checking, and researcher reflexivity. Findings: Within this research, six themes emerged from the experiences shared by the preceptors. These included: (1) lack of familiarity, (2) structured reflection on thought process, (3) cumulative learning, (4) commitment, (5) challenge, and (6) obstacles. These themes were derived from participants' statements and collectively contributed to a synthesized understanding of their experiences. Conclusions: This study demonstrates that formal debriefing techniques enhance clinical education for athletic training students by improving clinical reasoning and readiness for practice. Successful adoption requires a cultural shift in athletic training education, with preceptors embracing their dual role as educators and healthcare providers, supported by comprehensive training and clear program expectations. Students must actively engage in reflective learning, while programs should move beyond traditional apprenticeship models toward structured educational experiences. Despite implementation challenges, integrating tailored debriefing methods offers a promising strategy to advance clinical education and strengthen the profession's commitment to evidence-based practice.