Introduction: Physiotherapeutic science is a relatively young discipline. In modern times, the importance of evidence-based (physiotherapeutic) praxis (EBP) has been increasing. It means the transfer of scientifically proven empirical knowledge into the physiotherapeutic clinical praxis. EBP enables a better choice of physiotherapeutic tools, instruments, and processes to insure a phenomenological or unified healthcare and treatment of patients, based on inter- and multidisciplinary scientific work and research studies. Intention: Principles of EBP in physiotherapy must be involved into basic and additional educational programmes for physiotherapy students to upgrade their ability of accurate, responsible, independent, critical, and efficient transferring of EBP principles into clinical praxis according to standardised clinical guidelines. It was the main intention of the diploma work to analyse the opinion of physiotherapy bachelor students of the Faculty of Health Sciences of the University of Ljubljana of EBP. Methods: From March to April 2018, an anonymous online questionnaire has been carried out among 50 bachelor students of physiotherapy at the Faculty of Health Sciences of the University of Ljubljana to evaluate their opinion about the importance and success of EBP in physiotherapy. Results: During their bachelor studies of physiotherapy students only get basic and randomised information on EBP principles in physiotherapy. Consequently, they get a wrong conception of what the intention and goals of EBP in clinical physiotherapeutic praxis really are. Students experience a lack of professional education to transfer acknowledgements of scientific studies into clinical praxis effectively. They consider lack of time, insufficient professional knowledge, and rare use of EBP by physiotherapists to be the crucial obstacles for implementing EBP principles into physiotherapeutic science and clinical praxis. Discussion and Conclusion: Basic and additional education of students for the needs of EDP in physiotherapy must be integrated into all segments and levels of appropriate faculty programmes, maybe in form of an independent faculty subject, to provide students all the professional knowledge in skills needed for transferring scientifically adequate data into praxis and academic research work.