This study investigates the social media and internet usage habits of Veterinary Faculty students, particularly in the context of the parasitology course, and examines the impact of these platforms on their learning processes. As an extension of the research conducted by Demir Ayvazoğlu and Aydenizöz (2024) due to the broad scope of the topic, this study identifies that 56.8% of participants use social media in veterinary education to access visualized case examples, 27.2% to obtain quick information about the diagnosis and treatment of diseases, and 16% to learn about disease prevention and control programs. Specifically, regarding the use of the internet for parasitology course content, 40.3% of participants reported using it to examine parasite images, 25.1% to prepare for exams, and 22.2% to access lecture slides. Google (59.1%) and YouTube (20.5%) were identified as the most preferred platforms among students for these purposes. The frequency of social media usage varied depending on individual preferences and course content, with 21.1% of students reporting frequent use and 46.2% reporting occasional use specifically for the parasitology course. Additionally, approximately 94% of students stated that they prefer to be selective rather than fully trusting information found on the internet and use various criteria to evaluate the reliability of the information. In conclusion, the study highlights that the internet and social media serve as important learning tools for students in the parasitology course, especially in terms of visual learning and quick access to information. However, promoting reliable information sources and enhancing digital literacy are critical for enabling students to benefit more effectively from these tools.