Clinical education has long been an area of concern for physical therapy education. From a review of current literature, it is clear that professional behaviors, communication skills, and clinical reasoning skills are vital skills for healthcare practitioners to develop. The problem that this research addressed was the lack of quantitative evidence of the relationship between integrated clinical experiences and physical therapy students' development of professional behaviors, communication skills, and clinical reasoning skills. The purpose of this quantitative quasi-experimental study was to examine the nature of this relationship. The use of integrated clinical experiences is aligned with situational learning theory and experiential learning theory. This study used a quantitative quasi-experimental design to examine the research questions. The design utilized a historical cohort control to compare a group of physical therapy student that received integrated clinical experiences to a group that did not receive integrated clinical experiences. The Clinical Performance Instrument was used to collect the data on student's professional behaviors, communication, and clinical reasoning skills. The two groups of students admission data were compared and it was determined that there was a statistically significant difference between the groups in regard to their GRE verbal percentile. A MANCOVA was performed with the GRE verbal percentile added as a covariant and the result showed no statistically significantly difference. These findings indicate that the first year integrated clinical experiences model as implemented at SBU did not have a statically significant effect on student's professional behaviors, communication, and clinical reasoning skills on their first full-time clinical education internship, as measured by the Clinical Performance Instrument. The results of this study reveal that additional research is needed to understand the optimal way to implement integrated clinical experiences to the benefit of all stakeholders. Future studies should build on the theoretical framework of experiential learning and situated learning by systematically examining various integrated clinical experiences models to begin to create a clear picture of the best practices for physical therapy clinical education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]