Context: Racially diverse individuals are underrepresented in the field of athletic training. Previous research identified multiple factors that may contribute to diversity concerns including a lack of access to higher education, underrepresentation, financial instability, lack of programming, and mentoring for minoritized students through matriculation in health care education programs. Objective: To identify current recruitment and retention strategies aimed at racially minoritized students in athletic training programs. Design: Consensual qualitative research. Setting: Individual interviews. Patients or Other Participants: A total of 14 professional athletic training program directors (age = 47 ± 7 years; years credentialed = 25 ± 7 years; years in role = 13 ± 7 years). Main Outcome Measures: This qualitative study used consensual qualitative research methodology with the incorporation of multianalyst triangulation and member checking to establish trustworthiness. The interview protocol consisted of questions regarding current recruitment and retention strategies used by directors of professional master's programs. Results: Four domains emerged from the study: (1) benefits of diversity, (2) marketing, (3) individualized support, and (4) enrollment management strategies. Participants expressed that diversity could lead to a more inclusive and positive learning environment and could improve patient care through establishing race concordance on the program Web site, social media, and other print materials. Program directors demonstrated a lack of awareness relative to available professional resources and the difference between creating equal versus equitable resources. Participants demonstrated variability in their awareness of enrollment management strategies, specific to admissions resources and professional resources. Conclusions: Program directors appreciate the benefits of racial diversity and are actively engaged in marketing strategies to recruit minoritized students. They are also working to retain minoritized students but may be providing equal, rather than equitable, resources. Professional athletic training programs must continue to develop and promote effective strategies for admissions, support matriculation, and increase identifiable and equitable resources to better serve minoritized students.