Background:
Midwifery education requires students to develop both clinical skills and the ability to educate future parents. A key component of this project-based learning is having students independently design and deliver antenatal education courses. A particular challenge lies in students balancing dual roles—learning as students while simultaneously acting as educators, delivering both virtual and in-person education to future parents.

Aim and objectives:
This study aimed to explore midwifery students' perceptions and experiences of balancing the roles of learner and educator in virtual and in-person antenatal classes. The objective was to understand students’ feelings, challenges, and overall experiences in executing these roles.

Methods:
This qualitative empirical study involved 29 third-year midwifery students who delivered both virtual and in-person antenatal classes as part of their curriculum. Data were collected through a survey with open-ended questions, and thematic analysis was conducted using MaxQDA software.

Results:
Findings revealed that students felt a significant sense of responsibility, recognizing the extensive work required for each antenatal class. In addition to content preparation, students faced challenges managing technology for virtual classes and the dynamics of in-person engagement. Anticipating parents' questions in both formats contributed to feelings of anxiety. However, mentorship provided by teachers was highly valued, offering continuous support. Despite challenges, students reported a sense of pride and accomplishment after completing their classes.

Conclusion:
This study emphasizes the importance of integrating project-based learning and real-world teaching experiences into midwifery curricula. The dual role of student and educator, particularly in virtual and in-person settings, offers valuable learning opportunities. Incorporating such experiences can better prepare future midwives for their roles as educators in their future midwifery practice.