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Abstract Veterinary medicine has undergone a gender shift from being male-oriented to predominantly female. Currently, 75% of veterinary students are females which also reflect the applicant pool and will serve to inform the gender distribution of the profession. The gender transition in veterinary medicine has been described as a rapid feminization and is considered the most feminized of the comparable health professions. This manuscript examines the choice of females for their education and career in veterinary medicine. A life history interview of six female veterinary students was conducted to understand their experiences which resulted in the choice of veterinary medical education. Students were chosen from St. George’s University, School of Veterinary Medicine in Grenada across different terms and years of training. The theoretical framework that served as the base for this thesis is grounded theory. From data collected, themes such as early interests and positive impressions of veterinarians and veterinary medicine from knowledge and experience were identified. Academic, personal and financial barriers and opportunities for gaining admission were also noted as common life experiences. A Life Stage Theory emerged to explain the students’ choice of veterinary medicine. The proposed theory refer to the components of need, knowledge and experience, interest, decision and enrollment as having a specific time sequence and sociocultural and economic realities throughout the students’ life histories