The purpose of this study was to examine the utilization, attitudes, and availability of resources of evidence-based practice in the United States by certified athletic trainers (ATC's). The effect of different demographics, traits, and characteristics on the utilization, attitudes, and availability of resources were also examined. The research design was a non-experimental, descriptive, randomized sample study. Methods included designing a questionnaire to collect data from 1,000 ATC's. The instrument's reliability through a pilot study was found to have moderate to high reliability (á = .88). The number of participant's necessary a priori was determined at 377 (95% CI, 5% margin of error), with an actual return of 290 (94% CI, 5.38% margin of error). Quantitative statistical analysis included frequencies, means, standard deviations, one-way analysis of variance (ANOVA) calculations, Tukey post hoc comparison tests, and independent t-tests. The major constructs observed were: (a) utilization, (b) attitudes, and (c) availability of evidence-based research. Results indicated: (a) as level of education increased, stronger the belief that clinical practice should be based upon research increased F(6, 284) = 2.63, p < .02; (b) more education exhibited significantly greater positive attitudes toward evidence-based practice than those with less education F(6, 284) =2.28, p < .04; (c) ATC's in clinics had greater availability of resources compared with traditional educational settings F(4, 286) = 9.27, p < .01; (d) no significant differences comparing attitudes towards evidence-based clinical practice with years of experience; (e) no significant differences comparing utilization and years of experience; (f) a lack of available resources and time (68% stated a lack of time to perform evidence-based clinical practice). Results implied that ATC's were willing to participate in programs designed to strengthen their skills to perform evidence-based practice. For ATC's to grow professionally, administrative and professional support must be involved. With a large percentage of ATC's stating research findings were too complex to understand, it may indicate that more formal education is needed in the entry-level programs. The need to teach our students the art and science of evidence-based research must become a priority if the students are to stay abreast of the latest research. Curriculum development could be an avenue to help promote the practice of evidence-based research. As the discipline of athletic training continues to raise the bar with respect to educational reform, educators must strive to communicate the need and importance of evidence-based clinical practice with athletic training students.