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Background: Client-centered care, a core value of occupational therapy (OT) and the gold standard of health care, presents challenges in practice. Learning client-centered practice (CCP) in health professional education has been linked to use of "expert patients". How this learning occurs was acknowledged as a gap in research. Objectives: This article aims to describe OT students’ experience interacting with "expert patients"; describe students’ learning regarding CCP; identify conditions for learning CCP. Methods: MScOT students participated in a qualitative study with the research question: "How does the students’ experience interacting with the ‘expert patient’ relate to learning regarding client-centred practice?" In-depth interviews were conducted with six OT students subsequent to their "expert patient" sessions. Transcripts were analyzed using CAQDAS. Findings: Students described admiration, discomfort, humility, and gratefulness; learning regarding collaboration; respect for autonomy; and recognition of client expertise. Three coexistent conditions fostered learning regarding CCP: the client is an expert; students experience power; and the environment includes guided reflection/discussion. Conclusion: This study adds to the literature particular conditions that facilitate learning client-centered practice. All stakeholders in health professional education can benefit.

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