Health professions education (HPE) must prepare future health professionals for learning from peers who bring diverse prior experience to their professional practice. Health professions students have many opportunities to learn from others with greater expertise, but whether and how students value other students' prior experiences as a source of learning is unknown. The objective of this study is to understand how veterinary students at public universities perceive sharing prior horsemanship experiences as a way to learn from each other in the context of an equine medicine course. Verbal sharing of others' experiences has been observed as a means for nursing students to learn from fellow students, but studies of vicarious learning in HPE have not considered personal factors or educational environment surrounding sharing prior experience as a learning strategy. This sequential exploratory mixed methods study of veterinary students examines prior horsemanship experience, perceived usefulness of learning from others' prior experience, as well as motivational and environmental factors that may influence sharing or valuing of prior experience. Sharing of horsemanship experiences was studied through qualitative interviews with recent graduates of a public veterinary college. A survey of veterinary students across the U.S. rated the usefulness of scenarios where horsemanship knowledge was shared in classroom and clinical contexts and reported whether they would be willing or likely to share their knowledge in similar contexts. Usefulness and receptivity to sharing were then evaluated in separate multiple regression models comprised of potential predictors such as achievement goal orientation, knowledge sharing self-efficacy, career interests, horsemanship experience, and having been asked to share by an instructor. Integrated findings demonstrate how sharing of students' prior experience is viewed and what might constitute optimal educational environments that facilitate peer sharing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]