Purpose/Hypothesis : This dissertation study was conducted to fill a literature gap about adjunct faculty membersÕ understanding and use of active learning theory and methods, disaggregating and examining those who teach as single-topic experts in physical therapist education programs (designated as STAFM).Number of Subjects : 149Materials/Methods : A nation-wide online survey was conducted of PT program director-identified STAFM who were responsible for more than 50% of a course, regarding their understanding and use of active learning theory concepts and methods. Data were examined using descriptive statistics, correlations, and regressions to determine level of understanding and use of active learning theory and methods, as well as the possible influences of demographics.Results : Scrutiny of theory frequencies found ?75% agreement with active learning in 19 of 30 theory statements. Low exposure and use frequencies were found for many active learning methods and concepts. Chi square test of independence of theory exposure and use variables showed all were significant at p=0.05. Multiple regressions showed statistically significant, at p=0.05, overall relationships of 6 active theory statements with their correlated demographics and 7 similarly related pedagogical statements and demographic variables.Conclusions : STAFM demonstrated significant understanding of active learning theory. Some demographic variables show weak statistically significant impact on reported understanding of active learning. Reported levels of exposure and use of active and pedagogical learning concepts, methods, and models were highly related to each other.Clinical Relevance : Minimal data, particularly in the healthcare professions, have been explored about active learning theory understanding and use by adjunct faculty and the influence of STAFM professional demographics. This study adds to the base of knowledge about teaching in higher education.