Community engaged international service-learning (ISL) is becoming more popular in physical therapy education as it serves as a powerful conduit for students to gain relevant practical and clinical experiences and cross-cultural dialogue, enhance their local and global citizenship, and promote selfawareness through intentional critical reflection. Previous studies have described the development of reflection in students across health care disciplines, yet none have specifically examined the level of critical reflection in doctor of physical therapy (DPT) students in response to an ISL course. This exploratory study found student reflection papers regarding their ISL travel course experience to be written at the highest levels (reflective and critically reflective) using the Kember scale. No differences in levels of reflection were identified for age, gender or years in the DPT program. Recommendations are made for ISL travel courses that seek to develop clinical reasoning for their professional healthcare students as a student learning outcome for the course.