Context: Standardized patients (SPs) are assessment measures used within athletic training education to provide a consistent assessment result during professional education. However, it remains unclear how educators use these SP encounters and facilitated debrief to improve teaching pedagogy and overall curriculum. Objective: To understand how athletic training educators use SP encounters and facilitated debrief to inform teaching pedagogy and programmatic improvements. Design: Consensual qualitative research. Setting: Individual interviews. Patients or Other Participants: Thirteen educators (12 female, 1 male, age = 36 ± 4.79 years, 10 ± 5.83 years teaching experience). Data Collection and Analysis: Data were collected via semistructured interviews, which were recorded and transcribed verbatim. Using a consensual qualitative research design, data were independently analyzed by a 3-person team, who independently coded the data and compared ideas until consensus was reached. Trustworthiness was established through member checks, multi-analyst triangulation, and external review. Results: Three themes emerged regarding how SP encounters and facilitated debrief inform teaching pedagogy and curriculum development: (1) mechanisms for programmatic improvement, (2) pattern identification in student performance and behavior, and (3) aids in transition to practice. Participants described mechanisms for programmatic improvements through changes occurring in didactic courses, driving decisions for clinical education, and identifying needs for personal development, including both faculty and preceptors. Participants expressed the ability to identify patterns in student performance and behaviors individually and globally particularly useful to informing curricular and course improvements. Aiding in transition to autonomous clinical practice was also identified as important in preparing students for patient care. Conclusion(s): Standardized patient encounters and facilitated debrief are being used by athletic training educators to inform classroom teaching while also serving as data points in making decisions regarding programmatic improvements. As SP and facilitated debrief use increases, educators need to reflect on how these encounters can inform teaching pedagogy and drive programmatic improvement.