While peer-assisted learning (PAL) continues to gain momentum internationally among educators and curricula, its use within the paramedic profession is still novel and untested. Therefore having instruments with strong measurement properties to use in paramedic PAL is important. This study is an investigation into the dimensionality and reliability of the 10-item Clinical Teaching Preference Questionnaire (CTPQ) at a large Australian university in 2011 and 2012. Data from the CTPQ completed by first year undergraduate paramedics (N = 218) were analysed using a Principal Components Analysis (PCA) with varimax rotation. The majority of the participants were female 68% (n = 150) and aged less than 26 years of age 85% (n = 187). Results from the PCA indicated a three-factor solution, accounting for 61.3% of the total variance. All item loading coefficients were well above 0.40. Findings from the PCA provide preliminary results that the CTPQ is multidimensional producing a three-factor solution: Peer Learning Management, Peer-Led Supervision, and Instructor-Led Supervision. Other results demonstrated poor internal consistency and a large number of nonredundant residuals indicating further psychometric examination of the CTPQ is required.