Purpose/Hypothesis: There has been much discussion over the past two decades regarding the appropriate length and degree level for physical therapist assistant (PTA) educational programs. PTA educational programs have remained at the associate degree level for 50 years, while entry level physical therapist educational programs transitioned to the master’s then doctoral level. There has been minimal research regarding which degree model PTA Program Directors feel is the most appropriate for entry-level PTA education. The purpose of this study was to determine the perceptions of PTA program directors on different entry-level degree models for PTA educational programs. Number of Subjects: 183 Materials and Methods: A link to an online survey was emailed to the program directors of all 369 CAPTE accredited PTA programs. Subjects completed a survey which consisted of demographic information as well as questions regarding their perceptions on how the current state of PTA education and their recommended entry-level educational level for PTA education. 183 surveys were returned (response rate of 49.6%) Results: Subjects were asked their preference regarding the preferred length and degree for entry-level PTA Educational Programs. 17.5% of subjects preferred to keep programs at their current maximum length of five semesters and at an associate level; 28.4% preferred to keep programs at an associate degree level, but to allow programs to choose their own program length; 29% preferred to allow programs to choose their degree (associate or bachelor’s) and length; 23% preferred to require all programs to be at a bachelor’s degree level; and 0% preferred to decrease the length of programs. 47.5% of subjects stated that the current length of entry-level PTA programs was inappropriate. Program directors at institutions which can grant a bachelor’s degree were more likely than program directors at institutions which cannot grant a bachelor’s degree to state that the current length was inappropriate (p < .001). 61.7% of subjects stated that the expected cognitive load of PTA students is inappropriate for an associate degree. Subjects at institutions which can grant a bachelor’s degree were more likely than subjects at institutions that cannot grant a bachelor’s degree to state that the cognitive load is not appropriate for an associate degree (p < .001). Subjects were asked to rank 19 statements regarding the importance of transitioning PTA Education to a bachelor’s degree model as well as concerns regarding a bachelor’s degree transition on a 4-point Likert type scale. The most important reasons for a transition to a bachelor’s degree model were a potential positive effect on reimbursement; providing additional time to prepare students; and a potential increase in respect of the PTA position. The most important concerns regarding a bachelor’s degree transition were increased student loan debt, no increased salary for PTAs; and the ability of institutions currently housing entry-level PTA Programs to award a bachelor’s degree. Inferential statistics regarding differences in these statements between subjects at public and private institutions; as well as for subjects at institutions that can and cannot grant bachelor’s degrees will be presented. Conclusions: A majority of surveyed PTA program directors stated that the cognitive load within PTA educational programs is inappropriate for an associate degree, but that the current length of entry-level PTA educational programs is appropriate. There was no clear consensus for a preferred entry-level program length of surveyed PTA program directors, with more research needed to determine other related factors regarding PTA program length and degree model. The most important statement regarding a transition to a bachelor’s degree was a potential positive impact on reimbursement for services performed by PTAs, while the most important concern was impacts on student loan debt. Clinical Relevance: Appropriate length and degree of PTA educational programs is important to ensure PTAs are prepared for entry level practice.