Professional preparation programs have examined many variables contributing to and required for a quality clinical education experience (CEE). However, educational programs using real practical experiences should consider utilizing time profiles to identify trends, behaviors, and settings necessary for creating positive learning outcomes and environments. Therefore, the purpose of this study was to examine athletic training students' clinical education experience time usage trends/behaviors and determine the effects CEE setting, academic standing, and gender while enrolled in a Commission on Accreditation of Allied Health Education Program (CAAHEP) accredited educational program. Nine students (M = 3, F = 6) from a New England accredited athletic training program completed the “Utilizing Time and Active Learning Survey” package biweekly during an academic year. The survey contained three sections measuring students' perceptions of CEE. Section 1 identified demographic information. Section 2 measured perceptions of how time was partitioned using the Athletic Training Clinical Experience Time Framework (AT-CETF). Section three asked open-ended questions regarding perceptions of the CEE. The AT-CETF is a time profiling instrument that measures the time spent in each of the performance tasks and behaviors associated with an athletic training student's clinical experience. A one-way random effect intraclass correlation coefficient demonstrated satisfactory repeatability in measuring students' perceived percentage of active learning time (ALT) over occasion, rICC = .7392. The mean perceived percentage of ALT accounted for 53% of students' CEE time. Managerial (9%), unengaged (17%), and waiting (21%) time accounted for the remaining opportunity time. Eighty-one observations were recorded, 76 at a college or high school and 5 at a physical therapy clinic. Football (4 days tracked) allowed for the greatest amount of ALT (59.7%). The greatest amount of unengaged time (27.9%) occurred while engaging in general athletic training room duties. Results revealed a significant main effect between CEE settings (college, high school, clinic) with respect to perceived percentage of ALT, (F2,75 = 7.23, P < 0.05). Post-hoc analysis found subjects in the clinical setting (90.9 ± 4.17) engaged in significantly more ALT than subjects in the college (43.8± 3.19) and high school (54.2 ± 3.29) setting. Assessing CEE time and determining whether students are involved with good or bad learning may speak directly to the quality of the educational experience encountered by students. Time profiles allow instructors to efficiently organize classroom and/or laboratory experiences so they can create positive learning experiences for their students. Keyword(s): curriculum development, professional preparation, student issues