Purpose/Hypothesis : The purpose of this study was to validate the Self-directed Learning Readiness Scale for Nursing Education (SDLRSNE) in the Doctor of Physical Therapy (DPT) student population and to investigate the self-regulated learning of DPT students throughout the curriculum. The hypothesis is that the SDLRSNE is a valid tool to measure self-regulated learning with DPT students and that DPT students self-regulated learning grows throughout the curriculum.Number of Subjects : This study included 232 DPT student participants.Materials/Methods : The SDLRSNE was administered to five cohorts at seven scheduled intervals throughout the 34-month DPT program. The data from the survey were analyzed to determine any statistically significant differences between cohorts. Cronbach's alpha was calculated to determine internal consistency reliability of the tool. Following the reliability analysis, the data was collapsed across all cohorts and growth curve models were developed to investigate the change in growth of self-regulated learning across time.Results : The Total Score for the SDLRSNE showed good (? = .825) to excellent (? =.909) internal consistency reliability. The Self-Management subscale ranged from questionable (? = .669) to good (? = .845). The Desire For Learning subscale ranged from poor (? = .550) to acceptable(? = .757). The Self-Control subscale demonstrated acceptable (? = .724) to good internal consistency reliability (? = .833). For Total Score, the Discontinuous growth curve model (-2LL = 4777.682, AIC = 4791.682, BIC = 4823.063) indicated the best fit for the data. For Self-managment, two of three goodness of fit indices indicated the best fit was the Discontinuous model (-2LL = 3511.4, AIC = 3525.400), while one index (BIC = 3555.895) indicated best fit for the unconditional growth model. With the majority of indices indicating that the more complex model was a better fit for Self-Management; I concluded that for the Self-Management subscale, learning was discontinuous for DPT students. For the Desire For Learning subscale, findings indicate traditional students (M = 30.42, SD = 2.470) typically start lower than nontraditional students (M = 31.04, SD = 2.426) but the traditional students grow at a faster rate than the nontraditional students. The nontraditional students do not grow as fast and they grow very little across the curriculum as demonstrated by the decreased slope.Conclusions : The results from this analysis revealed that the SDLRSNE is a reliable and valid tool to use with the DPT student population. findings also suggest that self-regulated learning grows in a discontinuous fashion throughout the DPT program. The discontinuity may be related to participation in clinical education experiences. For the subscale Desire For Learning, students status as traditional versus non-traditional may be a variable to predict growth change.Clinical Relevance : This research is relevant to curriculum design. It assists faculty and administration in understanding student development and may inform pedagogical strategies to better prepare students as physical therapists and lifelong learners.