Introduction: Physical therapists serve individuals across the lifespan. Limited availability of full­time clinical internship placements in pediatric specialty settings creates a challenge for professional programs to prepare students to provide service to pediatric patients. There is evidence that experiential learning through integrated clinical experiences (ICE) can enhance students’ readiness for general clinical practice, yet little is known about the effect of ICE on student readiness for pediatric practice. Purpose: Pediatric ICE was implemented to interweave clinical exposure in diverse pediatric settings throughout a pediatric course series to facilitate student application of patient/client management skills and integration of pediatric content. Methodology: Outcomes were evaluated using a mixed-method, case study design, consisting of pre- and post-intervention survey methodology, and interviews with students and clinical instructors to gather qualitative data about their experience with pediatric ICE. Data were collected from 84 Doctor of Physical Therapy (DPT) students, and 7 clinical instructors. Results: Post-ICE survey scores were statistically significantly higher (pConclusion: The pediatric ICE program achieved the intended objectives and added greatly to the students’ learning experience. Findings can inform pediatric curriculum design for DPT professional education programs.