The purpose of this qualitative study was to describe accurately the methods used by occupational therapy graduate students to develop self-awareness, a necessary foundation for the development of professional behaviors. Self-awareness, defined as a deep understanding of one's emotions, strengths, weaknesses, needs, and drives (Goleman, 1995), was identified in the literature as a component of or a prerequisite for the development of skills in leadership, multicultural competency, clinical reasoning, and continuing competence.Purposive sampling was used to identify student participants from a private university in the mid-west. Eleven participants completed the study. Evidence was gathered through semi-structured interviews; observations of classroom activities, professional meetings, and clinical settings; and examination of documents which included journal entries, class assignments, and professional development plans.Findings suggest that students' development of self-awareness is facilitated by a hierarchical sequence of activities which provide them with opportunities to describe features of their contexts, to recognize and define personal values and beliefs and those values and beliefs of others, and to define relationships. Reflection stimulated consideration of students' reactions in particular contexts and development of a new perspective. Students who appraised themselves realistically anticipated their responses in future events and made plans to alter undesired behaviors. Although the literature supported feedback as one way in which to facilitate self-awareness, students were reluctant to give candid feedback to peers and rarely sought feedback, unless required, for their own performance. Evaluations of behaviors, relationships, and belief systems were activities located at higher levels in the hierarchy requiring students to gain skills in recognition and description first in order to proceed to these levels.The findings point to the importance of self-awareness for personal and professional growth, and the need for educators to utilize a variety of strategies by which to facilitate self-awareness development. A revision of Fidler's checklist may provide a foundation for the development of a tool which could be a useful way in which to target behaviors necessary for development of self-awareness. / Department of Educational Leadership