The purpose of this study was to identify clinical, academic and research skills gained through a Doctorate in Clinical Laboratory Sciences (DCLS) degree program that enhanced graduates’ effectiveness as educators. A sequential explanatory mixed methods study was conducted using a survey and follow-up zoom interviews with practicing DCLS professionals. Data from the survey and interviews were stratified and analysed to identify skills, education styles, and techniques that are instrumental to DCLS faculty. Of the 12 eligible participants, 8 (67%) completed both the survey and interviews, resulting in a response rate of 67%. Many participants were Caucasian/white (n = 5, 62.5%) and female (n = 7, 88%). Many held academic positions such as Assistant Professor of Instruction (n = 3, 38%) and Assistant Clinical Professor (n = 3, 38%). Key themes identified included an expanded scope of practice in academia, development as subject matter experts, learning through emotional intelligence and value added to individuals. DCLS graduates in academia possess unique set of skills and experiences that make them diverse and valuable academic educators. Their broad expertise enables them to effectively train and mentor future MLS students while contributing to program innovation, curriculum development and scholarly advancement within academic institutions.