Abstract
This article describes the ways in which master's of occupational therapy students across one professional curriculum expressed their learning of evidence-based practice (EBP). Through qualitative case methodology and focus group interviews, the student participants’ perceptions of EBP were examined across varying levels of academic and clinical experiences. The present findings support the relevance of clinically based activity, particularly fieldwork experiences, along with discussion-based learning for developing a discerning viewpoint of EBP. The outcomes of this exploratory study yield an initial view of EBP through the eyes of students approaching novice practitioner status. This preliminary study provides awareness for occupational therapy education and research to further the development of EBP within occupational therapy practice.