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Purpose: The purpose of this article is to introduce readers to three educational perspectives and explain their relevance to allied health professional education. Faculty in allied health professional education are often solely educated as clinicians and not as teachers, entering academia with limited background in educational theory. Professional organizations and accrediting bodies are highlighting the need for evidence and theory-based pedagogy and practice in educational settings. Method: An overview of three educational perspectives and to discuss their relevance to allied health professional education, using physical therapist education as an example. Conclusion: The three perspectives presented; progressive, critical and professional, are foundational. They provide diverse, yet complimentary ways of thinking about enhancing teaching and learning, program development, faculty development and the overall student experience. Consideration of key educational theoretical perspectives can inform program development and enhance teaching and learning. These theoretical perspectives are presented to inform rather than advocate for any one theoretical frame.