There is a shortage of speech pathologists in the United States. Speech pathology training programs are highly selective degree programs, defined as pre-professional programs that have high grade point average criteria for entrance and continuance throughout the program (Halasz & Bloom, 2019). Effective remediation plans could provide students who are struggling with the skills to demonstrate clinical competencies, thus contributing to the number of speech pathologists in the profession. Very little has been written about remediation in the speech pathology literature; therefore, a broader review of other healthcare fields was undertaken. The literature review showed that remediation is a relatively new topic in many healthcare fields. This study posed two research questions: what features and characteristics are present in remediation plans in clinical training programs in speech pathology, and how do training programs measure the effectiveness of their remediation? This qualitative research study explored the policies and procedures of remediation plans in 10 speech pathology training programs by using a constructivist grounded (CG) approach (Charmaz, 2014). A CG approach allowed for the natural engagement of dialogue with study participants, that originated from semi-structured interview questions. Participants generously offered details about the remediation plans and effectiveness measures at various universities. This study concluded with recommendations for remediations in speech pathology training programs. The participants recommended that students be made aware of remediation policies through several different venues or events (syllabi, orientation, etc.) and through several different media (internet, live in class, in writing, announcements). The participants also recommended that remediation timelines and assignments be individualized. This recommendation is consistent with that found in nursing literature for remediation (Lynn & Twigg (2010). Lastly, participants recommended that students in remediation receive regular feedback, consistent with supervision literature in speech pathology (Brasseur et al., 2005; Dowling, 2001) and physical therapy (Bearman et al., 2013). [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.]