Introduction: This paper summarises the results of an exploratory study investigating student perceptions of multidisciplinary learning, carried out as part of a curriculum evaluation of a third-level multidisciplinary part-time continuing professional education programme for adults from mixed professional and academic backgrounds. Background: In the Republic of Ireland, a decision was taken in the 1980's to educate occupational safety and health professionals using a multidisciplinary approach, with students from different professions and academic backgrounds learning with and from one another. No formal evaluation of this approach has been carried out and this study was undertaken in 2003 to evaluate the multidisciplinary curriculum from the perspectives of multiple stakeholders. Theoretical framework: An eclectic approach to curriculum evaluation was used, which combined qualitative and quantitative methods (Mitzel, 1982, Johnson and Onwuegbuzie, 2004). The study design utilised aspects of Stufflebeam and Guba's CIPP model (1971, 2003) and Loos and Fowler's TIER model (1999). This paper describes part of the process evaluation stage of the overall curriculum evaluation. Methods: A 20-item Likert scale, comprising a combination of positive and negative statements, was devised to identify factors that contribute to students' multidisciplinary learning experience, and to evaluate past students' attitudes to multidisciplinary learning. Data were collected using the attitude scale, which comprised one section of a self-completion mail survey, which was administered to 717 graduates of the programme, who had commenced the programme over a ten-year period (1991 - 2000), and returned a response rate of 63.5% (n = 455). Principal components analysis was used to reduce the data and to identify the underlying components; and bivariate and multivariate analysis were used to investigate relationships between the factors identified and student entry characteristics, occupational and professional characteristics and outcome characteristics. Responses to an open question about multidisciplinary learning were analysed qualitatively to tap into participants' perspectives and to add depth to the survey results. Results: Results revealed an overwhelmingly positive attitude towards multidisciplinary learning among graduates, with few differentiating statements. Five underlying dimensions of multidisciplinary learning were identified: peer-assisted learning, irrelevant learning, academic confidence; inter-disciplinary learning; and learning frustrations; and differentiating independent variables were identified for each factor. Implications: The findings from this study can be fed directly back into programme development and will have an impact on selection, student support, programme delivery and assessment, and potentially on academic outcomes. Findings have identified areas for development in the curriculum, which acknowledge the students' varied educational and occupational backgrounds, their different professional roles and their varied levels of involvement in occupational safety and health.