Medical educational modeling (MEM) is a widely used pedagogical practice in the education and training of healthcare professions. MEM is the use of peers within the same cohort as simulated patients for examinations involving physical contact between the pre-healthcare provider student and patient in order to demonstrate and hone skills that will be necessary for professional practice. While this pedagogical practice has been studied in other fields, its use within the imaging sciences discipline has not been readily reviewed. The purpose of this study was to examine student perceptions and comfort levels of MEM within their professional program training. Results indicate that participants in the study had an overall positive perception and comfort level among the various roles associated with MEM in the imaging sciences discipline. Discussion and implications for practice detailed within the study may provide greater understanding and sensitivity to the design of pedagogical practice in the training and education of future imaging science professionals.