This qualitative, phenomenological study was conducted for the purpose of examining the experiences of occupational therapists transitioning from an occupational therapist to a full-time faculty member within a university setting. Using a phenomenological approach based on the work of Giorgi and Giorgi (2008), the study addressed the broad research question: What is the experience of occupational therapists transitioning from the clinic to academia? A purposive sample was used to select 11 occupational therapists for personal interviews. Six elements of the general structure of the overall experience were revealed. The six elements found were (1) Opportunity and support to make a professional impact through the academic environment, (2) Steep learning curve to survival in the new context, (3) Maintaining emotional equilibrium and sense of competency, (4) The art of teaching, (5) Finding balance: Use of environmental supports, and (6) On the edge of a broader view of the educator role. Each element of the general structure of the experience was supported by the literature and was validated through analysis of the occupational adaptation theory. The intersection of the constructs of occupational performance and adaptation were found to have occurred throughout the process of the role transition of junior occupational therapy full-time faculty. These six elements of the general structure have important implications for practice to recruit, to develop and to retain qualified occupational therapy faculty.