The historical dearth of qualified anatomy educators has been thoroughly discussed in the literature. In recent years, several graduate, postdoctoral, and continuing education programs focused on anatomy education have emerged at various institutions specifically designed to meet the growing demand for qualified anatomy faculty. While these programs provide students with courses and experiences that facilitate the transition to faculty, many graduate students do not get the opportunity to be a course director during their time as a graduate student, despite the fact that many of these individuals will enter into teaching-intensive faculty positions upon graduation. This phenomenological study seeks to describe the experiences of individuals who taught a study skills course at a large midwestern university to undergraduate anatomy students. The individuals were interviewed to discuss their experiences directing the course, which ranged anywhere from one to six semesters. The interviews were recorded and transcribed, and thematic analysis of the transcripts revealed four primary themes: flexibility, autonomy, student-centered, and broader pedagogical impacts. This opportunity allowed them to structure their own course, helped them interact and communicate with students better, and allowed them to implement activities in the classroom based on their personal pedagogical and research interests. It also promoted the development of skills and knowledge needed by aspiring educators and better prepared them for their future faculty positions. Such an experience is worth offering graduate students, when possible, to facilitate the transition from student to faculty member.