There is an increasing recognition within the literature that speech-language pathologists have a role in providing care to palliative care clients. However, few studies have examined the preparedness of speech-language pathologists to provide such care. The purpose of this research was to examine whether speech-language pathologists working in palliative care settings in the United States felt as though they were adequately prepared by their university curricula to work in such a setting. Nine speech-language pathologists who were presently or had previously worked in palliative care settings were interviewed using a semi-structured interview schedule. The interviews were transcribed, and the data were analyzed and coded based on the themes that emerged. Participants revealed that they did not perceive themselves as prepared by their university curricula to work in palliative care settings and subsequently had to fill the gaps of knowledge left by their curricula using additional resources. Participants also discussed the various roles of speech-language pathologists working in palliative care settings such as improving quality of life at the end of life, educating and communicating with clients, families, and other professionals, and considering a variety of factors that can complicate how they provide care to palliative care clients. Additionally, participants revealed that working in palliative care settings has forced them to adopt resigned attitudes toward death and dying. Finally, participants recommended changes that could be made within university curricula to better prepare students to work in palliative care settings.