Purpose/Hypothesis : Physical therapy educational programs are expected to prepare graduates to be competent in the knowledge and skills to practice independently as a physical therapist (PT). There is no instrument that evaluates student competence or exposure to entry-level skills upon completion of their curriculum. An instrument that measures these criteria can identify content areas that warrant more or less exposure in the curriculum as well as further inform students of areas for professional development. The purpose of this study was to develop a reliable survey to measure competency and frequency of exposure to entry-level skills.Number of Subjects : 16Materials/Methods : The Student Assessment of Competence (SAC) survey was developed using Qualtrics survey software. The survey questions were condensed from components of APTAÕs Minimal Required Skills of a Physical Therapist at Entry-Level. The survey asked the students to rate their competence and frequency of exposure to these skills using two Likert-type scales. Before distribution, the survey was reviewed by five Bradley University (BU) PT students and validated by four BU physical therapy faculty members. The anonymous survey was distributed to BU PT students after completion of a three week clinical, two years of coursework, and an eight week clinical. A minimum of one week was allotted between each distribution. Data analysis included descriptive statistics and PearsonÕs correlation.Results : A total of 16 students completed the survey twice and were included in the test-retest reliability analysis. PearsonÕs correlation revealed good reliability (competency r=.883; frequency r=.931).Conclusions : The study protocol and survey were concluded to be feasible and reliable with multiple administrations.Clinical Relevance : This instrument will be one component used to enhance Bradley University's physical therapy program to prepare entry-level professionals and inform new graduates on areas for professional development to meet the demands of health care today.