Professional identity development is a complex process characterized by the internalization of the intended profession's knowledge, skills, ethos, and behaviors. This mixed methods study aimed to examine the influence of Level I fieldwork education on professional identity development in master's level occupational therapy students. The MacLeod Clark Professional Identity Scale (MCPIS-9) and the Professional Identity Five-Factor Scale (PIFFS) were used to measure professional identity in 28 master's level occupational therapy students enrolled in Level I fieldwork. The findings revealed a change in the strength of students' professional identity and professional self-efficacy. Curricular, co-curricular, and extracurricular activities and role models positively influenced this change. These findings underscore the importance of the totality of students' experiences on the formation of professional identity. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]