Research in developmental psychology and neuroscience has demonstrated the critical role of imitation in human learning. Self-report questionnaires collected from 456 undergraduate students in two U.S. institutions and one Chinese institution demonstrated that undergraduate students from both U.S. and Chinese cultures used various imitations in learning, and most undergraduate students perceived those imitations to have positive effects on their learning. Gender, grade-level, disciplinary, and especially, cultural differences of undergraduate students' uses of imitation and their perceptions of the usefulness of those imitations varied in ways that suggest the significance of broad norms using imitation in teaching and learning in higher education. This study contributed to a better understanding of the significance of imitation in undergraduate student learning across cultures, provided implications for teachers and students in using imitation as an effective teaching and learning tool, and offered important avenues for future research on the topic.