The professional preparation of allied health professionals typically focuses on the acquisition of knowledge in a particular area of expertise with less consideration of training on social-emotional development and on how to engage parents in the clinical process, parent-child relationships, or principles of mental health. The authors explore how their respective training in speech-language pathology, occupational therapy, and physical therapy was enhanced by integrating principles of infant mental health intervention through reflective supervision and practice. The article highlights the benefits, possibilities, and challenges in incorporating relational and reflective principles into the training of allied health professionals.