Doctor of physical therapy (DPT) graduates are expected to be competent in professional behaviors, communication, critical inquiry, clinical decision making, and evidence-based practice. The purpose of this qualitative study was to describe the experience of students enrolled in a single, problem-based learning (PBL) course within a conventional lecture based transitional DPT (tDPT) program. Students wrote weekly entries in a reflective journal. Three investigators identified significant statements in the journal entries, clustered the statements, and developed themes. Five themes were identified: 1) accessing and applying information, 2) value of giving and receiving feedback, 3) value of and commitment to the group, 4) awareness and appreciation of the PBL process, and 5) personal and professional growth. A single PBL course within a tDPT conventional curriculum was well accepted by students in this study. Students appreciated the benefits of learning in a group, and gained knowledge, skills, and attitudes consistent with characteristics desired of DPT graduates.