Objective Speed dating is a networking technique used to facilitate rapid exchange of core information; traditionally utilised in social settings and more recently employed in education. Our aim was to use speed dating to help students revise core drug knowledge, improve self-reflection and confidence in counselling, and to prepare for practice. Method In 2012, a list of the 100 drugs most frequently prescribed in Australia was provided to students in their final semester of the Master of Pharmacy. Associated teaching activities included review lectures, intermittent pop-quizzes and a speed dating workshop, in which students rotated between timed stations of student peers and pharmacy academics to demonstrate drug knowledge, including drug class, indication, dosing, counselling and monitoring, on randomly selected drugs from the list. The initiatives were evaluated by anonymous questionnaire distributed during a timetabled class. On a Likert scale (1 = strongly disagree to 5 = strongly agree) students were asked to rate the degree to which they perceived each activity improved their core drug knowledge, self-reflection, confidence in medication counselling, and overall preparedness for pharmacy practice. Results Of 98 students enrolled 78% (n=76) received and completed the questionnaire. 88% (n=67) of respondents had attended the speed dating workshop. The majority of students agreed or strongly agreed that the workshop improved their core drug knowledge (72%, n=55, mean=4.25), allowed for reflection on areas in which they needed to improve (79%, n=60, mean=4.43), improved their confidence in medication counselling (68%, n=52, mean=4.10), and improved their preparedness for pharmacy practice (75%, n=57, mean=4.07). End of semester exam results for drug knowledge questions was high (mean 91%) compared to total exam results (mean 72%). Conclusion Speed dating is a beneficial learning activity, valued by student participants, that improves core drug knowledge and encourages students’ critical self-reflection.