Background: Patients with neurological conditions account for 15% of patients admitted to the Intensive Care Unit (ICU). Neurocritical care (NCC) has been proven to reduce mortality, improve functional outcomes and increase patient/family satisfaction. Trainees often lack the knowledge, skills, and experience needed to provide quality NCC. Consequently, timely effective care is compromised, team dynamics suffer, and trainees may experience distress. Methods: To fully understand educational needs, we surveyed University of Calgary residents from various programs who rotate through the Neuro-ICU. Results: Trainees indicated a lack of confidence in their knowledge and skills of most NCC disorders/scenarios in the ICU. While the majority expressed interest in learning NCC, 58% were not aware of the NCC-related competencies outlined for their specialties by the Royal College of Physicians and Surgeons, and 30% had no objectives of their own. Teaching modalities most preferred included patient-centred bedside teaching (96%) and easily accessible resources such as pocket-sized cards (90%) and/or a phone app (96%). Conclusions: Trainees rotating through Neuro-ICU need more accessible and improved learning resources and tools. An NCC curriculum may help improve patient outcomes, team dynamics, and relieve trainee distress.