Nationwide, many states are starting to provide training in evidence-based treatments for psychological disorders to clinicians from mental health organizations. In Washington state, many clinicians participate in a Cognitive Behavioral Therapy training (CBT+) each year, which employs a common elements approach to address multiple psychological disorders common in children. However, there has been limited research on clinicians’ underlying reasons for participating in these trainings. Thus, this study examines main motivations behind why clinicians participate in CBT+, along with whether or not differences in motivation exist amongst clinicians with varying levels of familiarities with CBT prior to training. In this study, surveys were distributed to CBT+ participants (N = 197) to self-report on a 5-point Likert scale their levels of agreement with each reason for participating in CBT+: organizational requirement, interest in learning/refreshing CBT skills, helping clients, and professional development.The participants also self-reported on their frequencies of using CBT prior to training, with answers ranging from “almost always” to “never”. For understanding clinicians’ motivations in general, I employed descriptive statistics. For evaluating potential differences in motivation amongst clinicians, I used four two-way ANOVAs, a statistical test employed to analyze differences amongst means, with post-hoc Tukey tests to compare the level of agreement for each reason for participation amongst clinicians with high frequency (n = 62), moderate frequency (n = 78) , and low frequency (n = 57) of using CBT. Ultimately, understanding clinicians’ motivations for participating in the CBT+ can help researchers tailor advertisements and refine features of training programs.These adaptations may engage clinicians in more effective ways by indicating how trainings can help them attain their specific goals. Future directions of research can investigate whether specific adaptations in response to clinicians’ motivations can enhance learning outcomes and feelings of satisfaction of clinicians.