Theory/Body: The current physical therapy workforce is poorly reflective of the racial, ethnic, and socioeconomic demographics of the national population. Increasing the diversity of the physical therapy profession is necessary to better address health disparities, more aptly serve our communities, and improve overall health outcomes. Diversity statistics have traditionally addressed only racial and ethnic characteristics. Nursing schools have expanded this dialogue in recent literature describing strategies to recruit and retain socioeconomically disadvantaged students in training programs. However, while the APTA has advocated for a broader definition that includes socioeconomic status, the physical therapy profession lacks strategies for attracting students from this segment of society. This case study details a targeted outreach and recruitment program in Berrien County, Michigan – a geographical area with varied socioeconomic status and access to health. This program is being implemented in socioeconomically disadvantaged area high schools in conjunction with local stakeholders and has the potential to serve as a model to improve diversity efforts in physical therapy academic institutions. According to the American Community Survey 5-Year Estimates from 2013-2017, the cities with the highest poverty rates in Berrien County, Michigan, were Benton Harbor (48%), Niles (30.4%), and Coloma (23.1%). This is compared to an overall county rate of 17.7%, and a national average of 12.3%. In an effort to attract high school students from economically disadvantaged backgrounds, the College of Health and Human Services (CHHS) at Western Michigan University (WMU) has developed an interactive, educational program, working collaboratively with stakeholders that include local health care organizations and school districts. Known as “Immersion Days,” students engage in activities on the WMU campus focused on financial resources and literacy, the benefits of physical therapy as a career choice, and requirements for applying to a DPT program. This vibrant program is specifically structured to address evidence that economically disadvantaged students lack mentorship and knowledge of health care careers. High school student demographic data for students participating in Immersion Days is being collected and tracked. This data includes family income, household size, history of previous family college attendance, race, home address, and interest in physical therapy. Program success will be determined by participant ongoing interest, application to, and matriculation into DPT programs nationwide. This well-structured Immersion Day program targeted at socioeconomically disadvantaged high school students supports the APTA’s vision, guiding principles, and mission, and has the potential to diversify the physical therapy workforce. The program can minimize barriers for high school students by providing a viable financial pathway and mentors for guidance. The goal of increasing diversity in physical therapy cannot be accomplished by a single entity, and requires cooperation of all stakeholders who have a vested interest in diversifying the profession and meeting the needs of the community.