Problem: Research about paramedic education, specifically, the field internship and capstone experience is limited. Particularly scarce are studies regarding the student's perspective. Previous research (Joyce, et al., 2011) indicated paramedics view their field internship as the most valuable portion of their education. This phase of paramedic education is when the student demonstrates entry-level competency as a paramedic to their preceptor. This preceptorship is the student's first opportunity to provide advanced medical care in the Emergency Medical Service (EMS) environment. The paucity of research data from the student's perspective about this phase of paramedic education suggests a need for new research. The purpose of this phenomenological study is to explore the lived experiences (van Manen, 1990) of paramedic interns during the preceptorship phase of their paramedic education. Procedures: This phenomenological study used survey and interview data from seven participants from Iowa and Los Angeles County, California, to investigate the lived experiences of paramedic interns in the field internship and capstone portion of their paramedic education program. The grand tour question, "What are the lived experiences of paramedic interns during their preceptorship?" focused on an exploration of this phenomenon with sub-questions addressing the impact. Criterion and purposive sampling (Creswell, 2013) with an electronic survey and in-depth interviews (Seidman, 2006) were used for data collection. Data analysis used coding procedures to identify key themes. Data collection verification strategies included triangulation; use of rich, thick descriptions; member checks; and peer review. Findings: Findings were presented in tables, a figure, and a narrative with rich, thick descriptions (Geertz, 1973; Seidman, 2013) of the lived experiences of paramedic interns during field internship and the capstone portion of their paramedic program. Three major themes emerged from the survey and interview data: paramedic interns experience feelings of self-efficacy when performing successfully in their paramedic training programs; the contribution of the preceptors to the students' educational experience is multi-faceted; and knowledge of fire department culture is essential for success of paramedic interns. Conclusions: Study conclusions indicated that paramedic interns experience increased self-confidence during and after paramedic class when they are successful in their academic studies. Prompt, detailed feedback is important to paramedic interns. Feedback presented in a variety of ways is the most valuable based on participant comments. Paramedic interns perceive value in a fewer number of preceptors. Preceptors who communicate their definition of success for their interns create a more positive field and capstone experience for the interns. Knowledge of fire department culture is essential for success of paramedic interns. Recommendations: Further research is needed on the influence of organizational culture and to what extent they can impact paramedic intern outcomes. Education programs may consider a fire department orientation for students who are uninformed about this unique culture. [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.]