The purpose of this article is to begin to explore how collective and sociomaterial theories of learning might be applied within interdisciplinary and interprofessional contexts--in particular the team-based collaboration that is playing an ever larger role in both fields. It ?? articulates several key features of interdisciplinary and interprofessional activities and then speculates on how they might be productively reframed through the lenses of the following theoretical perspectives: communities of practice, cultural historical activity theory, complexity science and actor-network theory. The article is not intended to be comprehensive; its aim is to begin the process of developing deeper, more theoretically sophisticated understandings of the collective learning and knowing that emerge--often across deep paradigmatic divides--through interprofessional and interdisciplinary collaboration.