Purpose/Hypothesis : Examination of professional behaviors are not standardized across educational programs. Varied tools according to personal preference are used. The purpose of this study was to investigate the studentsÕ understanding of professionalism as it applies to the academic and clinical settings through the usage of a new scale, the PT Professionalism Tool, PTPT, and the Self Reflection and Insight Scale, SRIS. The SRIS is a validated multidimensional survey which assesses the dynamics of personality and self awareness of college age students. Self reflection and insight are fundamental to the determination of professionalism, especially for the individualÕs performance. The PTPT is a questionnaire designed to measure the student self reported perspective of professionalism using dimensions specific to the physical therapy profession. Both tools operate under the premise that self reflection and insight are necessary components for professional behavior. In an effort to triangulate the data, focus groups were conducted to identify the studentÕs perspectives on the definition and description of professionalism.Number of Subjects : seventy sevenMaterials/Methods : Data were collected via completion of both the PTPT and the SRIS questionnaires. Seventy Seven first year doctorate of physical therapy students from two different colleges participated in the study. The questionnaires were administered within the professional practice course of each institution. In addition, students were gathered at a collaborative activity/class meeting regarding advocacy and participated in a focus group. Students were randomly assigned to 10 groups where they were asked to define and discuss professionalism.Results : The focus group produced a distinct definition of professionalism with seven main themes or descriptive terms surrounding the overall definition. The results of the SRIS showed 10% of the students surveyed lacked engagement in self reflection, the need to self reflect and insight according to the significant results of a score of < 3.5 out of 5 on the Likert Scale. These same students reflected a lack of insight and need to self reflect more than lack of engagement on the PTPT questionnaire of corresponding questions. The remaining students were generally consistent in the positive engagement, self reflection and insight on both the SRIS and PTPT questions.Conclusions : Students in the first year DPT program of both programs have the ability to define professionalism and create descriptive terms based upon their level of experience and professional training. Students do possess the elements of insight and self reflection which are the necessary elements of professionalism at the studentÕs current level of education and beyond, SRIS Scale. The translation of these qualities to be able to respond to professional perception questions is indicative of strong foundational elements necessary for entry level practice in addition to student experiences, PTPT questionnaire.Clinical Relevance : Professionalism from the perspective of the student as it applies to the academic and clinical setting.