Capstone courses in professional curricula provide opportunities for students to synthesize and integrate clinical and theoretical information from previous coursework. The purpose of this research was to ascertain the number and type of capstone projects utilized by Doctor of Physical Therapy (DPT) programs in the United States. Programs accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE) that published web-accessible curricula were evaluated for the presence of the word capstone in the course title or description. Of the DPT program curricula analyzed (n=204 of 218 possible), 36% designated a capstone course. These capstone courses focused on research (49%), professional development (14%), evidence-based practice (12%), managing complex patients (7%), licensure preparation (4%), clinical education (3%), community service (1%), or a combination or choice between these categories (10%). Consensus regarding capstone courses may serve to promote best practice in entry-level professionals.