Purpose: This study aimed to examine the internal consistency and construct validity of an adapted version of the CCCQ-PRE instrument in entry-level PT students.Methods/Description: Pilot data on 53 first-year entry-level PT students (age mean± SD= 26 ± 3 yrs, gender frequency= 18F/35M, ethnicity frequency = 47 Caucasian/3 Asian/ 3 Caucasian-Hispanic) is presented as part of a larger study. Data was extracted from student’s self-ratings on the adapted CCCQ-PRE after a 14-week sociocultural education course as part of the program. The adapted CCCQ-PRE assessed student’s perceptions on 4 different constructs: cross-cultural knowledge, cross-cultural skills, cross-cultural encounters, and cross-cultural awareness and attitudes. The psychometric properties and factor structure of the adapted CCCQ-PRE was examined using Cronbach’s alpha and an exploratory factor analysis. The ongoing study results will be included.Results/Outcomes: A 2-factor solution was determined for subscales of knowledge (differentiating between knowledge on diversity and knowledge on healthcare practices for diverse populations; accounting for 61.8% variance), skills (differentiating between patient-related clinical skills and non-clinical skills; 68.2% variance), and comfort during encounters (differentiating between patient care cross-cultural encounters and difficult cross-cultural encounters; 66.7% variance). A 3-factor solution was discovered for the awareness subscale (differentiating between awareness of contributing factors to health disparities, awareness of need for cross-cultural training and cross-cultural self-awareness; 80.3% variance). Cronbach’s alpha coefficients were high for all four subscales (knowledge= 0.86, skills= 0.94, encounters= 0.88, and awareness and attitudes= 0.92).Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: The pilot analysis suggests that adapted CCCQ-PRE tool demonstrates good internal consistency and construct validity supporting its use to assess cultural competence in entry-level PT students. The CCCQ-PRE tool can be utilized in larger, more diverse populations including PT students and clinicians to assess and effectively design sociocultural education curricula. However, further reliability and validity testing of the adapted CCCQ-PRE instrument is still warranted.References: Campinha-Bacote J. The process of cultural competence in the delivery of healthcare services: a model of care. Journal of Transcultural Nursing. 2002; 13(3):181-184. American Physical Therapy Association. Blueprint for teaching cultural competence in physical therapy education, 2014. Like RC. Clinical Cultural Competency Questionnaire (CCCQ). Center for Healthy Families and Cultural Diversity, Department of Family Medicine, UMDNJ-Robert Wood Johnson Medical School. Aetna Foundation-Funded Cultural Competency/Quality Improvement Study, 2001. http://rwjms.umdnj.edu/departments_institutes/family_medicine/chfcd/grants_projects/documents/Pretraining.pdf Echeverri M, Brookover C, Kennedy K. Assessing Pharmacy Students’ Self-Perception of Cultural Competence. J Health Care Poor Underserved. 2013; 24(10): 64-92. Mareno N, Hart PL, VanBrackle L. Psychometric Validation of the Revised Clinical Cultural Competency Questionnaire. Journal of Nursing Measurement, 2013; 21(3): 426-434.