Context: The doctor of athletic training degree (DAT) is a new concept in athletic training. Athletic trainers (ATs) currently pursue the degree, but little is known about why they choose the DAT. Objective: To explore ATs' motivations to pursue the DAT degree. Design: Qualitative study. Setting: Individual telephone interviews. Patients or Other Participants: Twelve first-semester DAT students (6 males, 6 females; age = 32.2 ± 5.2 years; athletic training experience = 9.1 ± 5.7 years) participated. Main Outcome Measure(s): Each individual telephone interview was transcribed verbatim and all identifying information was redacted. Two members of the research team used a phenomenological approach to complete data analysis. Constant comparison was used throughout data analysis to ensure consistency among individuals. A third investigator served as an external consultant to verify themes and accuracy of coding. Her review also confirmed discontinuation of interviews upon reaching data saturation. Trustworthiness of the data was established using multiple-analyst triangulation and peer review. Results: Four themes emerged affecting DAT student motivations for pursuing the degree: (1) personal motivators, (2) program-specific motivators, (3) initial perceived challenges, and (4) supportive factors. Participants indicated that intrinsic pursuit of lifelong learning, professional advancement, future employment opportunities, improved value within their workplace, and mentors' influence impacted them to pursue a DAT. Participants were motivated to develop professionally and advance knowledge and skills while also selecting programs based on program and faculty reputation and engagement in professional advocacy. While time commitment, work-life balance, cost, and online learning expectations were anticipated challenges, participants perceived that family, employers, peers, organization, and time management were supportive factors that would help them be successful. Conclusions: Students are pursing the DAT degree because of both intrinsic and extrinsic motivators. Individual program characteristics also influence the pursuit of the DAT. Students do anticipate challenges but surround themselves with supportive factors to help them be successful.