With access to health care coupled with a severe shortage of physicians being on the forefront of much debate nationally and internationally, rural areas often suffer the worst. Innovations in medical education, such as the creation of rural immersion rotations, are attempting to solve this health crisis. The purpose of this study was to investigate and analyze the narrative writings of 36 fourth-year medical students and primary care residents that participated in a rural immersion rotation in the Mississippi Delta. A grounded theory data analysis led to the emergence of three central themes: professional development, contrast from academic medicine, and alteration of prior perceptions/misconceptions. The findings of this research provided rich data from the perspective of the medical student and resident.