Purpose/Hypothesis : The purpose of this study was to explore the self Ðregulated learning of Doctor of Physical Therapy (DPT) students throughout the duration of their academic program using longitudinal growth curve modeling techniques. Based on previous research, it is likely that students' selfÐregulated learning grows throughout the curriculum . Understanding this phenomenon can assist faculty in appreciating students' trajectories as selfÐregulated learners and lifelong learners. Both selfÐregulated and lifelong learning are intimately connected and are often cited as outcomes for professional programs.Number of Subjects : This study included 232 DPT student participants.Materials/Methods : This study will contain scores for selfÐregulated learning for approximately 50 students (this number varies at each measurement point and will be accounted for in the final statistical analysis) from a large, urban DPT program. The study utilized the SelfÐDirected Learning Readiness Scale for Nursing Education (SDLRSNE) . The SDLRSNE was administered to one cohort of students at seven scheduled intervals throughout the 34month DPT program in which they were participating. Cronbach's alpha will be calculated to determine internal consistency reliability of the tool and is likely to be consistent with previous research which determined the tool to have good reliability . Following the reliability analysis, growth curve models will be developed to explore the change in growth of selfÐregulated learning across time.Results : All data for this study have been collected. The results will contain information regarding basic demographics of the students, including: age, gender, prior academic experience, and familial academic experience. Basic t Ðtests will be conducted to determine if there are any significant differences within the participants. Internal consistency reliability measures will also be conducted to determine that the tool is reliable. Finally, longitudinal growth curve models will be developed to explore the change (if any) in selfÐregulated learning throughout the duration of the academic program. The results from these statistical techniques will be described in detail.Conclusions : Without having yet generated results, it is difficult to draw conclusions. Students' capacity for lifelong learning is intimately connected with selfÐregulated learning. Students' trajectories towards selfÐregulated learning can inform both course and curriculum design. Information regarding the studentÕs ability to regulate their own learning can assist faculty and administration in understanding student personal and professional development as well as inform other pedagogical strategies to better prepare students as physical therapists and lifelong learners.Clinical Relevance : This research is relevant to student development as well as curriculum design. It assists faculty and administration in understanding how to best center their teaching towards student learning and may inform pedagogical strategies to better prepare students as physical therapists and lifelong learners.