Purpose : To describe a unique process in place at a physical therapist education program that explicates specific strategies utilized to assist clinicians desirous of teaching academically to acquire the skills needed to teach and make a smooth transition from clinician into the role of a core faculty member.Description : Teaching is regarded by many clinicians to be an enriching and rewarding experience (1) with the strongest motivation to teach being the Òopportunity to influence student success and shape the next generationÓ (2). However research indicates that there is a lack of evidence to support how to prepare individuals to become teachers (3). Thus the transition from being a full-time clinician to becoming a full-time academician can be a stressful one that requires the clinician to make a paradigm shift and commit to being willing to acquire a different skill set (4) that requires the education program to partner with the clinician to ensure not only content knowledge but also Òknowledge and skill in how to teach the subject.Ó (5) Thus, the clinician was invited to serve as a lab assistant to introduce them to their new client, the student; and their new practice environment, the classroom. Secondly, after positive student assessments of this role, clinician was invited to teach a course and was assigned a peer mentor who served as the course director and provided guidance on areas such as preparing a syllabus, designing appropriate student homework assignments and assessments, building a course schedule, managing a classroom, assessed the faculty memberÕs teaching and provided feedback. Thirdly, the Dean worked closely with the new faculty member to acculturate them to Commission on Accreditation of Physical Therapy Education (CAPTE) standards and professional development needs of higher education. Fourthly, the new faculty member attended a faculty development workshop sponsored by American Physical Therapy EducationÕs (APTA) Education Section within the first year of full time employment. Finally, the faculty member utilized their own professional development time to research resources for first time teachers to get specific direction on yet unanswered questions.Summary of Use : Since 2003, the physical therapist education program has successfully utilized the approach outlined above for the most part to successfully groom seven experienced clinicians to become faculty who have subsequently received consistent above average student and peer teaching assessments along with fulfilling CAPTE scholarship and university service requirements.Importance to Members: The need to retain experienced PT clinicians who desire to transition into academic careers makes it critical for educational programs to collaborate with the clinician. By doing so, will ensure a smooth transition from the clinician to the academician and help maintain a consistent pool of experienced clinicians involved in educating future generations of PTs.