As clinicians, we ask a lot of our students. Our entire clinical pedagogy is often shaped around students’ ability to trust in us, our guidance, and our compassion in their learning process. Naturally, there is a lot of discussion among the clinical community about our roles as clinicians to help foster this trust while caring for ourselves and our students. This panel responds to the call to revisit and reimagine our roles as clinicians in the hopes of building a more inclusive, and sustainable, profession. In the panel, we pose intentionally practicing our own vulnerability with students as a critical pedagogical tool to enhance their own trust and experience in their clinical journeys. This concurrent session, through the lens of three diverse clinicians, aims to highlight and address some of the obstacles our students face in their clinical experience, and strategies we employ to aid in their educational journeys. In sharing our own experiences of moments of vulnerability with students, panelists hope to equip participants with crucial insights into how modeling vulnerability for our students can lead to a more inclusive, supportive, and impactful clinical experience. Panelists hope to equip participants with insights, guidance, and resources for how and when to employ vulnerability. Lastly, participants will be provided with strategies and protective steps they can take to be model vulnerability in a way that respects their own boundaries, mental health, and general well-being.