A new emphasis on "non-technical competence" in veterinary medical education has drawn attention to the reality that veterinarians are not solely technicians, but instead take on a wide variety of roles in their daily practice. This article discusses one largely overlooked role that veterinarians engage in on a regular basis--that of educator. Drawing from Beijaard, Verloop and Vermunt's teacher professional identity model, we discuss an exploratory survey conducted with 29 veterinary students, and how the students understand themselves as "subject-matter experts" and "pedagogical experts." We focus on two areas of current concern in veterinary medical education: animal welfare and the human-animal bond. The data suggests that there is a need to expand the veterinary medical curriculum to accommodate changes in the contemporary role of veterinarians in society, and their increasingly visible and significant role as educators to clients and the general public.