Background and Purpose: Physical therapy (PT) student academic and clinical success is dependent on their ability to develop clinical reasoning in the first year, especially prior to the first clinical education experience. However, literature has revealed a very low ability of learners to spontaneously transfer basic science knowledge into clinical reasoning. The purpose of this study was to examine entry-level PT student critical thinking ability and understanding of clinical reasoning concepts, study methods, and testing strategies to improve student clinical reasoning. Participants: Study participants included 19 incoming PT students, mean age of 21.3 years, 57.9% female and 100% Caucasian. A focus group determined 11 of the 19 participants were able to provide acceptable definitions of clinical reasoning and thus appropriate for participation in the phenomenological interview regarding clinical reasoning perceptions. Methods: This mixed-methods study utilized the California Critical Thinking Skills Test (CCTST) to quantify student critical thinking ability. The number of correct responses formed a composite overall score for the entire test and in each of the areas of critical thinking. The composite score was also accompanied by a qualitative rating: Superior (86-100), Strong (79-85), Moderate (70-78), Weak (63-69), or Not Manifested (50-62). Student perceptions of clinical reasoning were gathered via focus group and interviews. Interviews were conducted with 11 eligible students and response saturation was achieved. Interviews were transcribed and codes developed using the MAXQDA data analysis software. Interpretation of the codes developed themes used to answer the research questions. Results: Entry-level incoming PT students displayed overall moderate critical thinking abilities. Additionally, students were able to provide acceptable definitions of clinical reasoning but were largely unaware of Bloom's taxonomy, students understand clinical reasoning study methods involve more than memorization, and students are unaware of approaches to answer clinical reasoning test questions. Significance: Since PT student success is dependent on the ability to develop clinical reasoning skills, educators should introduce critical thinking and clinical reasoning concepts and methods of improvement early, preferably during student orientation. Early education on Bloom's taxonomy, hierarchies of learning, and strategies to answer clinical reasoning test questions has the potential to improve PT student success. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]