Problem based learning is a teaching methodology that utilizes patient scenarios to facilitate student learning that may improve clinical reasoning. While problem based learning has been adopted in many medical schools, the transition to other health profession schools, including physical therapy schools, has been slow and often criticized. The problem addressed in this study is that physical therapy facilitators need training that addresses their unique needs to ensure their self-efficacy in implementing problem based learning. The purpose of this qualitative case study was to explore how physical therapy educators' participation in physical therapy-specific problem based learning training influences their perceived self-efficacy to implement problem based learning at a private university in Texas. Bandura's theory of self-efficacy provided the framework for this study. Data was collected using semi-structured interviews and focus group. Purposive sampling was used to select 10 participants who had previously completed an advanced PBL facilitator training. An interview and focus group were performed. Interviews and focus group were transcribed and data was searched for recurring themes that could be coded, categorized, and labeled based on patterns. Saldana's coding methods were used to create categories, which were then used to predict patterns that could occur in other contexts. Five major themes emerged during data analysis: (1) training has a positive effect on self-efficacy, (2) experience has a positive and powerful effect on self-efficacy, (3) familiarity with classroom techniques positively affects self-efficacy, (4) peer discussion and peer-modeling play a role in self-efficacy, and (5) training alone, without peer modeling, peer discussion, and experience cannot prepare facilitators for all of the challenges they will face while teaching using a problem-based learning approach. Understanding how to design the most appropriate and effective professional development for educators in health professions programs using a problem-based learning methodology can improve the self-efficacy of educators and may lead to improved student outcomes. [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.]