<p>Effective patient education improves health outcomes, yet physical therapists and student physical therapists (SPTs) often report low self-efficacy and inadequate preparation for delivering education in clinical settings. While experiential learning enhances communication and confidence, most training occurs in classroom or simulated environments. Limited research has examined how SPTs develop patient education skills during real clinical interactions. This qualitative case study explored how SPTs describe their experiential learning cycle when providing patient education during an inpatient integrated clinical education (ICE) experience. Kolb’s experiential learning theory guided the study design and data analysis within a constructivist research paradigm. Data sources included direct observation of inpatient care, semi-structured interviews, and qualitative surveys with nine second-year DPT students from a U.S.-based program. A deductive thematic analysis was conducted using the stages of Kolb’s learning cycle as an organizing framework. Four themes were identified. First, students engaged in diverse patient education experiences shaped by clinical context and patient complexity. Second, opportunities for reflection were variable and often lacked structure. Third, students developed new ideas about effective education strategies, including communication adaptations, use of educational materials, and family involvement. Fourth, their ability to apply these ideas fluctuated based on environmental conditions and educator support. This study provides insight into how SPTs progress through experiential learning in real-time clinical settings. Findings underscore the importance of embedding structured reflection and purposeful practice into ICE curricula to better support student development. Improved curricular design may enhance student preparedness and promote effective, patient-centered communication in physical therapy practice.</p>