Introduction: Educational interventions driven by the needs of users can help move evidence into practice. This study considered the perceptions of patients and knowledge users in the design of an educational intervention in acute asthma directed from Emergency Departments (EDs). Methods: A mixed methods design with two phases was used. In phase I, convenience samples of asthmatics presenting to the University of Alberta Hospital ED and primary care providers (PCPs) from Edmonton were invited to participate in a survey. Perceptions with respect to: a) an ideal local opinion leader (OL) in ambulatory asthma care; and b) content, style and delivery methods of OL educational interventions in acute asthma were collected. In phase II, focus-group discussions were conducted to further explore preferences and expectations for such interventions; self-perceived barriers and facilitators for implementation were assessed. Results: Overall, 54 patients completed the survey; 39% preferred receiving guidance from a Respirologist, 44% during their ED visit and 56% through individual discussions. In addition, 55% expressed interest in having PCP follow-up within a week of discharge. A Respirologist was identified as an OL in ambulatory asthma by 59% of the 39 responding PCPs. All expressed interest in receiving notification of their patients’ ED presentation, most within a week and including diagnosis and ED/post ED-treatment. Personalized and guideline-based recommendations were considered to be the ideal content by the majority; 39% requested this guidance through an educational pamphlet faxed to their offices. In the focus groups, patients and PCPs recognized the importance of health professional liaisons in the ED to PCP transition of care; patient anxiety and time constraints were identified as potential barriers for ED-educational information uptake and proper post-ED follow-up, respectively. Conclusion: Messages arising from patients and PCPs help tailoring study interventions to meet local needs and expectations. Overall, patients and physicians are seeking ways to mitigate problems with transitions in care. This contact with the practice environment also facilitates the identification of potential determinants to implementation and knowledge uptake.