This Delphi investigation served as a framework to empirically identify, through group consensus, what the markers are of an effective PT from the solicited opinions of two stakeholder groups, PT academics and PT clinicians. There is a perceived issue with the admissions criteria of many PT academic programs being heavily weighted by applicants' GRE and GPA measures in earning a seat within PT programs. The outcomes from this investigation reinforce that being an effective PT is a multifaceted construct that includes several variables outside of the domain of cognitive intelligence. Continuing to use GRE and GPA measures as a ranking mechanism for PT program admissions is restrictive and limiting. The markers identified in this current investigation can support crafting PT program admissions criteria that better align with the expectations of the PT profession in parallel with the values of academic institutions. Curricular content around these markers can support the development and growth of candidates as the future of the PT profession in meeting the needs of those they serve. This Delphi investigation translated through three iterations of data collection, compression, and dissemination in attaining the final outcomes and consensus on the twenty-four markers identified and their levels of importance. The participant sample of informed advocates was drawn from ACAPT representatives (PT academics) and their respective NCCE clinical partners (PT clinicians). The ten highest endorsed markers identified by the merged group were: communication, effective psychomotor skills, collaboration, therapeutic alliance, self-improvement, interpersonal skills, compassion and caring, adaptability, evidence-based practice, and lifelong learner. [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.]