Context Residency training in athletic training is an educational priority for specialist development; however, little is known about what motivates athletic trainers (ATs) to pursue this training. Objective To identify the motivating factors that influence ATs to pursue postprofessional athletic training residencies. Design Qualitative study. Setting Individual telephone interviews. Patients or Other Participants Twelve postprofessional athletic training residency candidates (8 females, 4 males; age = 26 ± 3 years; years of experience as a practicing AT = 4 ± 3 years) participated. Data Collection and Analysis Each teleconference interview was transcribed verbatim. All information was retrieved, coded, and categorized under domains, subdomains, and categories. Three members of the research team coded and compared transcripts using multiple-analyst triangulation and peer review to confirm their findings. An external auditor was used to verify the accuracy of the codebook. Results We identified 4 emergent domains: (1) support to pursue, (2) personal influencers, (3) professional influencers, and (4) future recruitment considerations. Web resources, direct residency contacts, and mentors with knowledge of residencies provided potential residents with information about residency programs. Personal influencers included financial considerations, work/life balance, and increased respect. Professional influencers included practice setting, working in teams, developing a specialization, and self-improvement. Professional influencers also included a subdomain, by which potential residents acknowledged what is gained from postprofessional learning in terms of advanced practice clinical, scholarship, and leadership skill development. Participants suggested residencies should use social media and conference presentations to clarify the central message around the purpose of residencies and specialization. Conclusions The purpose of this study was to identify the motivating factors that influence ATs to pursue residency training. Participants applied to residencies for several different reasons, but all wanted to advance their practice and improve their ability to perform their job functions through both additional clinical and didactic education.