Literature: Professionalism in occupational therapy has been challenging to identify due to differing values and behaviors across contexts and professions (Aguilar et al., 2012; Mazor et al., 2007; Robinson et al., 2012; Stickley et al., 2017; Sullivan & Thiessen, 2015). There is a difference between how occupational therapy students and faculty both view and comprehend professionalism (Robinson et al., 2012; Sullivan & Thiessen, 2015), suggesting that new occupational therapists do not have an established sense of professionalism when entering into the health care field for the first time. Purpose: The purpose of the study was to examine occupational therapy faculty’s perceptions of essential professional behavior attributes that students should possess to be successful in entry-level occupational therapy practice. Methods: This study utilized survey methodology to anonymously collect opinions from 150 occupational therapy faculty members across the United States regarding professional behavior attributes that are essential for entry-level occupational therapy education. Results: Researchers found that the five most frequently observed professional behavior attributes in occupational therapy students were team player, responsible, time-efficient, personable, and organized. Furthermore, the top seven most important professional behavior attributes are being clinically competent and ethical, having communication and interpersonal skills, and being adaptable, responsible, and empathetic. Conclusion: The results of this study indicate that occupational therapy faculty believe that many important attributes contribute to professionalism within the occupational therapy field and that teaching professionalism is an integral part of occupational therapy education. This study contributes to the current literature of defining professionalism within occupational therapy to better equip occupational therapy students entering into practice.