The current position statement on evidence-based practice (EBP) published by the American Speech-Language and Hearing Association (ASHA), the national certifying organization for the profession of speech-language pathology states that it is the expectation for those who hold the Certificate of Clinical Competency (CCC) in SLP that they incorporate the basic tenets of EBP including research, clinical experience and expertise, and client and family perspectives (ASHA, 2022). Anecdotally, direct instruction of EBP can be little more than embedded information prior to practicum experiences. This is not to say that EBP methodology was not or is not adequately taught; rather, that varying teaching methodologies across the current generations of speech-language pathologists (SLPs) have resulted in different degrees of exposure and competency. ASHA recognized the inconsistency of EBP practices as an area of need in the early 2000s with a publicized dedication of resources for developing a better understanding of what type of guidance clinical professionals need to apply EBP effectively during client care. Among several documented reasons behind recognized inconsistencies in this area, lack of a systematic framework and practice for using it among graduate level students during practicum is evident in the literature. The purpose of this study is to investigate relationships between these factors to add to the current body of literature and inform SLPs about best practice for educating graduate-level students. Such information is important for further developing EBP curriculum and universally recognized teaching methodology.