Evidence-based practice (EBP) is an integral competency for physical therapists; however, a knowledge-to-practice gap exists and best educational practices to facilitate EBP-related behaviors are unclear. This study describes the effects of a multi-semester learning activity on student-reported EBP behaviors. Students (n = 34) in their second and third years of a Doctor of Physical Therapy program participated in a 4-semester learning activity including journal club participation and student research, with integrated learning objectives. The Evidence-Based Practice Profile (EBP2) was administered at the beginning and the end of the learning activity to collect outcomes related to five EBP domains. Significant improvements were observed in four EBP domains, with medium to large effect sizes (relevance 0.63; sympathy 0.18; terminology 1.05; practice 0.94; confidence 0.90). The multi-semester activity described here is generalizable and relevant to a variety of allied health disciplines and shows promise to improve student EBP skills and knowledge.