This literature review analyses current health and social care literature regarding interprofessional learning in undergraduate curricula. It is based on search of academic data bases for published research written in English over the last ten years. It also includes review of government policy documents regarding interprofessional learning in undergraduate curricula of health and social care students. The literature reviewed suggests that interprofessional learning is received most positively by undergraduates when introduced later in the undergraduate experience, during practice placements and with a clear link to assessment, be this formative or summative.