Physical therapist students often think ethics content to be less relevant than other course material. The purpose of this study was to assess whether changing from lecture to case-based method, would impact ethics awareness and integration. In focus groups, students in the case-based course reported greater perceived value of the ethics content and felt that the material was easier to integrate into practice, while students in lecture-based course reported that content should be compressed into a shorter period of time and did not integrate it as effectively. The model was also effective in improving critical thinking in clinical practice situations. (Contains 1 table.)