Continuing education (CE) in healthcare, particularly in athletic training, often fails to meet the needs of its participants. Rapid increases in available information make it necessary for CE to be delivered as efficiently as possible. The purpose of this study was to explore whether an interactive teaching strategy and various characteristics of athletic trainers affected the perceived knowledge of emergency skills among certified athletic trainers. The quasi-experimental study used a single group pretest-posttest design. Participants were recruited and data was collected from certified athletic trainers (N = 81) at the Great Lakes Athletic Trainers Association Annual Meeting and Symposium. Participants completed a pre-intervention perceived knowledge questionnaire (PKQ) which included background information questions. They then participated in an emergency skills practice session for anaphylaxis, opioid overdose, diabetes, and asthma and completed a posttest PKQ. A statistically significant difference (p < .001) in PKQ scores from pretest to posttest was found with pretest scores being lower than posttest scores (89.59, 103.02) respectively. Age and years of experience had a weak correlation with PKQ pretest scores (rs = .32 and rs = .33, respectively). Participant characteristics including additional certification (p = .012), anaphylaxis experience (p = .036), opioid overdose experience (p < .001), diabetes experience (p = .025) and combined emergency experience (p = .029) had significantly different pretest PKQ scores. The use of an interactive teaching strategy in CE and certain athletic trainer characteristics significantly affected athletic trainers’ perceived knowledge of emergency skills.