Experts estimate that more than half of the people in the United States are at risk of poor health outcomes due to circumstances related to low health literacy levels. Physical therapist professional education programs represent a viable point of intervention to address health literacy in the population from an asset perspective, with the understanding that students who are trained about health literacy will become clinicians who are better able to partner with patients to promote their abilities and optimize health outcomes. Health literacy practices for health professionals have been recommended through expert consensus (Coleman et al., 2017), but specific foundational details about health literacy content and practices in doctor of physical therapy (DPT) program curricula remain unexplored. Consequently, it is challenging for physical therapist educators to review and develop health literacy curricula for students who eventually go on to practice with the public. The purpose of this study was to develop a basic understanding of the current state of curriculum and practice in DPT education, concerning health literacy knowledge, skills, and related advocacy. A sequential mixed methods design included a quantitative survey about self-reported consensus recommended health literacy practices of physical therapist students and educators to inform qualitative interviews with faculty, and a review of curriculum documents. Participants included a purposeful sample of academic faculty and students from DPT programs in four public universities within the northeastern United States. The findings suggest that faculty and students recognize the language of consensus health literacy practices in their clinical communication with patients. Faculty interviews indicate that this is a hidden curriculum, implemented in a variety of ways and informed by their clinical experiences. It remains unclear if faculty connect the practices to advocacy efforts intended to maximize health equity and address persistent health disparities in society. The resulting information can be used to improve understanding and increase awareness of the topic of health literacy in DPT curricula and provides a basis for future studies. [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.]