Description of Project: Providers (Nurse Practitioners, Physicians and Physicians Assistants) experience multiple transitions across the course of their career. The T3D model of transition suggests across the trainee-trained transition, physicians experienced changes in physical, cultural, psychological and social domains within workplace, role, educational and home contexts (Gordon et al. 2020). Retaining new providers is a particular challenge for rural communities (Bailey et al., 2016; McGrail et al., 2017). One potential reason for this may be that transitions into rural practice may be especially complex for new providers. There is limited research exploring this transition for newly graduated rural providers. It is critical to learn more about these multidimensional transition experiences. Using a qualitative design underpinned by social constructionism, this study will explore the transition experiences of recently graduated providers into rural clinical practice to understand their ongoing transition support and wellbeing needs. It ultimately aims to identify key factors that both educators in the postgraduate arena as well as administrators in the clinical settings can use to develop multidimensional support systems as providers transition into rural healthcare roles.