Since the passing of the Americans with Disabilities Act (ADA) in 1990 many works related to the ADA and how higher education programs comply with the ADA have been published. However, few studies have investigated the factors associated with educational completion for students with physical disabilities (SWPD) in physical therapist programs. The purpose of this study was to explore the institutional context of where and how education for SWPD occurs and to learn more about factors associated with educational completion for SWPD in physical therapist programs. A conceptual framework was developed based on known educational scholars and on theories specific to the disability community. From the framework, a one-phase convergent approach consisting of a single data collection phase with both a quantitative and a qualitative component was conducted. Data were collected, analyzed separately, and then integrated to enhance the comprehensiveness of the findings. Results provide insight into the current demographics of SWPD in physical therapist education, including the relationship between technical standards, accommodations, disability resource offices, and institutional classification on SWPD with admission and completion. Supports and barriers related to SWPD were identified and can be applied across physical therapist programs. Implications for other health professional programs, ongoing research opportunities, and practice recommendations are detailed. [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.]