<p>Aim To explore the academic learning experiences of seconded students in a pre-registration adult nursing programme.</p> <p>Method Academic learning experiences were examined using a self-report questionnaire which was distributed to 29 students. Twenty seven responses were received and were assessed in terms of: peer support; shared knowledge, life experiences and levels of understanding; motivation; and peer learning.</p> <p>Findings Seconded students perceived a variety of benefits from being part of a discrete group organised specifically for them. They valued the support of peers, and shared existing knowledge and skills to help each other to learn.</p> <p>Conclusion Seconded students may benefit from being taught in segregated groups. The students developed a strong learner identity and had different needs to their non-seconded peers. More work is required to explore the specific learning needs of seconded students, particularly during the common foundation element of the programme.</p>