The ability to self-reflect has been associated with the highest level of learning and a necessary part of the clinical reasoning process for physical therapy students. Measurement of the ability to self-reflect has not been standardized in health science education but has been shown to be associated with other non-cognitive traits contributing to academic and professional success. The Self-Reflection and Insight Scale (SRIS) was utilized to measure pre and post self-reflection ability among physical therapy students following intentional guided reflective clinical reasoning activities. Investigation self-reflection’s relationship to grit, coping self-efficacy, and emotional intelligence was also explored. Paired t test analysis revealed a significant improvement in SRIS total scores as well as Engagement subscale, p = .009 and p <.001 respectively following intervention. Pearson correlation revealed a low to moderate positive relationship between self-reflection and the following variables; grit (r =.35), Global Trait of emotional intelligence (r = .41) and emotional intelligence constructs of Emotionality (r = .51) and sociability (r = .39). Guided reflection that is learner-centered during didactic studies may assist in development of professional formation and life-long learning. Creating learners who engage in self-reflection prior to clinical practice is essential to foster development of clinical reasoning skills necessary for today’s complex health care environment. The results of this study show a potential method for improving a student’s ability to self-reflect on performance and make adaptations for future learning situations.