The purpose of this modified mixed methods Delphi study was to achieve expert consensus on Entrustable Professional Activities (EPAs) for newly graduated physician associates (PAs). While existing PA competencies are recognized, EPAs provide a structured way to translate these competencies into assessable, practice-ready tasks. This study addresses a gap in PA education by defining EPAs that reflect the expectations of PA educators and clinicians, The study began with a literature review to identify initial EPAs, which were evaluated using the EQual rubric to ensure quality and relevance. EPAs that scored an average of 3.5/5 or higher were included. A three-round pilot Delphi survey refined the methodology, leading to adjustments in survey design and the inclusion of additional EPAs. The Delphi study engaged 35 expert PA educators and clinicians in three iterative survey rounds, with response rates of 100%, 86%, and 74% for Rounds 1, 2, and 3. Of 21 initial EPAs, 12 reached the 75% consensus Strongly Agree threshold for inclusion. Seven additional EPAs demonstrated high combined agreement (Agree and Strongly Agree). One EPA was removed due to perceived redundancy, while another failed to meet consensus. The findings have implications for PA education, competency-based medical education, accreditation, and workforce readiness. The validated EPAs offer a framework for curriculum design, assessment, and early-career entrustment decisions. The study highlights how entrustment decisions are shaped by competency attainment, clinical expectations, and professional norms. While some EPAs reached consensus quickly, others required refinement, reflecting the complexities involved in defining workplace-ready competencies. Future research should explore EPA alignment with Competency Based Medical Education (CBME) frameworks, implementation across diverse clinical settings, predictive capabilities, comparative health professions education (HPE) studies, and institutional implications. Investigating how EPAs influence accreditation, licensure, and workforce integration will further refine their role in PA education. By integrating EPAs into curriculum design, PA programs can better align educational outcomes with workforce expectations.