This basic qualitative study explored factors that influenced the development of professional role behaviors of nurses, occupational and physical therapists who were characterized as exemplars in the acute hospital setting. The participants, four occupational therapists, four nurses, and four physical therapists were interviewed using a semi-structured format, and the interviews were analyzed to determine themes. Participant selection was based on manager and colleague recommendations, knowledge, skills, experience, certifications, teaching abilities, leadership, participation in research or advocacy programs, and membership in professional organizations. Ten participants had presented posters or sessions at conferences. Most of the exemplars had volunteered on a short-term basis for community programs, and one was a volunteer for a community health clinic. Six of the 12 participants had earned post-professional degrees, and nine participants had earned one or more certificates related to advanced knowledge and skills in their practice areas. Professional behaviors appeared to be influenced by personal values and opportunities in the practice setting, and to a lesser extent by views of professionalism learned in academic setting or through professional organizations. The group exhibited values and traits for learning, advocacy, taking risks to reach goals, care, and commitment. Support for development came from family, mentors, colleagues, managers and colleagues. Tangible support in terms of money for education or paid time off was important for supporting activities, but not essential. Exemplars appeared to have the same pressures as their colleagues--managing work, families, relationships, and finding balance, but professional activities were also a priority. Barriers to participation in professional role behaviors included family obligations and sometimes lack of support from managers and colleagues. The exemplars had little memory of learning about professionalism in entry-level academic programs. Professional organizations were viewed as important for providing education; with only a limited recognition of the obligations professionals have toward professional governance. Several models, including self-directed learning, possible selves, theory of planned behavior, communities of practice, and management/leadership styles were used to help understand and explain the development of professional role behaviors. The most influential model appeared to be self-directed learning, although the others were influential for understanding how professional behaviors might be developed and strengthened. [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/en-US/products/dissertations/individuals.shtml.]