Purpose: Effective collaboration between physicians and nurses has been shown to enhance patient care, decrease errors, and reduce expenses related to inefficiency. The current study provides a qualitative analysis of student responses to an exposure-based interprofessional training model implemented at the University of Vermont. Method: First-year medical students (N = 99) participated in a one-on-one shadowing experience with inpatient nurses, shared training perspectives with nursing students, and composed reflective narratives on their training experiences. Thematic content analysis assessed student perceptions of nursing following these experiences. Results: Content themes were developed and tested for reliability. Thematic analysis revealed that a vast majority (96%) regarded the training as a positive experience. The most frequently communicated responses were that the students gained an understanding of nurses' intimate knowledge of patients (100%) and an identification of the importance of interprofessional communication (98%). Other themes suggested the students learned something new (57%) and learned about the nurses' knowledge base (47%). Conclusion: This straightforward, experiential, interprofessional training exercise was associated with frequent positive responses from the majority of students. This training model may effectively reinforce the perceived value of other providers and collaborative practice. Replication, expansion, and further evaluation of this curriculum are warranted.