Over a century of research has documented evidence-based approaches to learning practices that support robust, long-lasting learning. Recent work has queried whether individuals are aware of and implement such best practices in learning, predominantly focusing on self-reports of undergraduate students. Few studies have investigated instructor knowledge of evidence-based learning practices and no prior study has comprehensively surveyed knowledge of evidence-based learning practices among veterinary instructors. In the present study, we surveyed veterinary instructors' (