The purpose of this qualitative study was to explore the behaviors indicative of professional thinking in entry-level occupational therapists and the teaching methodologies used to facilitate professional thinking during education as described by a sample of experienced occupational therapy educators. The researcher used The Model of Professional Thinking as a theoretical framework for the study (Bannigan & Moores, 2009). The Model of Professional Thinking describes professional thinking as an integration of evidence-based practice and reflective thinking. The researcher completed semi-structured interviews and reflective journaling with the seven occupational therapists currently teaching in entry-level occupational therapy programs. Thematic analysis discovered four overarching themes. Qualitative findings indicated describing professional thinking remains ambiguous; understanding professional thinking evolves with time; active learning-based educational methods promote professional thinking in occupational therapy students; and there are specific behaviors that indicate professional thinking and specific behaviors that do not indicate professional thinking. Thematic findings lead to the development The Smith Model of Professional Thinking. Recommendations for future research include an inquiry into the role of EBP in occupational therapy education and professional thinking; a study of educational methods used to promote professional thinking in entry-level occupational therapy students; and the development of a tool to assist with measuring professional thinking and changes in professional thinking in entry-level occupational therapy students. [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.]