Cognitive processes of learning were assessed for undergraduate dietetic students (US, N=42, mean age 22.9 y), graduate nutrition students (GS, N-10, mean age 27.0 y), dietetic interns (DI, N=52, mean age 25.4 y), and experienced clinical dietitians (RD, N=6, mean age 42.3 y) using the Cognitive Behavior Survey (CBS). This validated instrument 1) classifies learning behaviors using the Memorization Scale (MS) to identify surface learning approaches and the Conceptualization (CS) and Reflection Scales (RS) to denote deep learning processes. 2) scales positive learning experiences (PLE) and 3) examines epistemological beliefs about the nature of nutrition knowledge and determinants of content comprehension. Memorization use decreased as levels of professional preparation increased. Mean US, GS, DI, and RD MS scores (possible high=77) were 48.8, 48.6, 46.8, and 41.7 respectively (F=1.17, df=107, p=.33). Deep learning behavior and metacognitive processing increased with educational level according to mean CS (US=46.6, GS=47.7, DI=42.0, RD=51.3, possible high=63; F=6.66, df=107 p=.0006) and mean RS scores (US=24.5, GS=26.1, DI=29.0, RD=32.0, possible high=42; F=8.73, df=107, p=.0001). Satisfaction with learning experiences was uniformly expressed by all four educational levels with mean PLE scores of 49.4, 47.2, 47.2, 49.2 (possible high=63) for US, GS, DI, and RD respectively. Epistemological belief differences were evident For example, a collapsed GS and RD group was more likely than US to describe nutrition knowledge as ambiguous (7 of 15 GS/RD versus 12 of 40 US) and fallible (7 of 15 GS/RD versus 11 of 41 US). However, US and GS/RD levels shared common views regarding the role of self-determination in nutrition knowledge comprehension; only 8 of 40 US and 3 of 15 GS/RD viewed their selection of study topics as most important to their level of understanding of nutrition. Use of resources differed among educational levels for published articles (F=6.41 df= 83 p=.0009), students/colleagues (F=2.74 df=79 p=.05), and labs/experiences (F=8.7 df=45 p=.0003). Post-US learners reported greater use of these nutrition knowledge sources. Study findings demonstrate cognitive learning behavior differences among dietetic education levels and reveal that the development of the desired reliance on conceptualization, reflection, and critical thinking processes in dietetic education will be nurtured in an educational environment that encourages cooperative, experiential learning, stresses the use and interpretation of articles, and addresses the ambiguity and fallibility of nutrition knowledge through self-directed learning.