The purpose of this study was to provide insight related to health sciences educators' preparedness for facilitating a multigenerational healthcare classroom consisting of traditional learners, adult learners, and students enrolled in an early college cohort. The researcher implemented an explanatory, sequential, mixed methods design for data collection, with qualitative and quantitative techniques to assess variables related to preparation for teaching, longevity as a health professions educator, characteristics, and attitudes about teaching. Findings indicate health science educators who move from the clinical environment directly to the classroom have limited pedagogical training which may impact their readiness to facilitate student cohorts including early college students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]