Transitioning from student paramedic to graduated, independently practicing paramedic can be a stressful and shocking process for many students. Their experiences in field training and their relationships with preceptors are critical in how successful this transition can be while they are beginning their career and the process of life-long learning as a paramedic. Successful preceptors employ many different tactics to connect classroom knowledge with the real-world experiences that paramedic students will encounter during their field training. The leadership and supportive characteristics of preceptors are examined in this phenomenological study of eleven paramedic preceptors and their reflection on both their time as a paramedic student and their work with students as a preceptor. The analysis of data collected revealed four main themes around this transition experience: (a) inconsistency, (b) the experience of transition shock, (c) positive leadership practices of participant preceptors, and (d) a lack of readiness related to students. Findings include the characteristics these study participants identified as conducive to being a successful preceptor, as well as accounts of transition shock as experienced by participants as they moved through the transition from student to graduated paramedic. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]