Background and Purpose. The purpose of this study was to enable physical therapist educators to evaluate the impact of multidisciplinary classroom instruction and a standardized patient interaction on physical therapist students' attitudes towards diabetes, and their confidence and skills in performing a physical examination and communicating with simulated patients. Method/Model Description and Evaluation. All aspects of the module were conducted cooperatively by faculty from physical therapist, nursing, physician assistant, and pharmacy education programs. Instruction covered patient interviewing, physical examination skills, diabetes risk factors, management, and complications, as well as a standardized patient interaction. Study subjects were 29 first-semester Master of Physical Therapy (MPT) students. Pre- and post-module surveys were completed by all subjects. Both surveys included the Diabetes Attitude Scale, 3rd version (DAS-3), and a set of self-perception statements. The postmodule survey included 8 evaluative statements about the education module. Outcomes. Four of the five DAS-3 subscales (need for specialized diabetes training, seriousness of type 2 diabetes, value of tight glucose control, psychosocial impact of diabetes, and patient autonomy) and statements about 5 of the 7 learning objectives showed a statistically significant change from baseline. Student satisfaction with this educational module was very good. Generally, students scored themselves lower than did the patients in regard to their interactions. Discussion and Conclusions. Multidisciplinary diabetes-focused instruction and a standardized patient interaction improved the attitudes about diabetes in these students. This type of education module was well received by students and helped build student confidence, knowledge, and skills related to diabetes, patient interviewing, and physical exam.