Purpose: With the advent of changing models in professional physical therapist education, need exists to better understand the underlying admissions data for such programs. The purpose of this research is to analyze four years of admissions data from a two-year, accelerated hybrid DPT educational model. Description: Beginning in 2017, the annual class sizes have increased annually from 65, to 94, to 99, and 99 students. Verified applications have increased by 32% from the second to the fourth cohort (772 to 1025), with approximately 28% of these applicants receiving an interview via a remote, asynchronous connection. On average, 73% of interviewed students were admitted, with a yield of 51%. Mean ages of matriculated students were 25 years + 4.02 s.d. 58% were female. Students were from 42 different states, and 29% were from rural underserved locations. In addition, 18% self-identified as ethnic minority, 32% were economically disadvantaged, and 16% were first generation college students. The aggregate GPA scores have progressively increased across the four cohorts, with cumulative GPA increasing from 3.46 + .23 s.d. to 3.50 + .27 s.d in the fourth cohort. Pre-requisite GPA also increased from 3.45 + .24 s.d. to 3.56 + .23 s.d. Quantitative and verbal GRE scores have progressed from the 39th and 47th percentile rank, respectively, in the first cohort, to the 43rd and 55th percentile rank in the fourth cohort. Summary of Use: The two year accelerated, hybrid education program has experienced an increase in the overall number and quality of student applicants over the first four years. When normalized to the latest CAPTE aggregate data from 2017 based on class size, admissions data are similar to that of more traditional DPT programs. Importance to Members: The students seeking the unique hybrid model for physical therapist education are similar to those applying for admission in traditional programs.