Interprofessional education (IPE) occurs when two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes (Olson & Bialocerkowski, 2014). The World Health Organization in 2010 set the framework for IPE with the expectation that all healthcare education would provide an interprofessional education component to the curriculum. This would encourage increased collaboration and communication across disciplines, which in turn would hypothetically decrease errors and preventable deaths (Institute of Medicine, 2000). This dissertation investigated the faculty and students' perception of the effectiveness of IPE being used in the curriculum. Five faculty members and thirty-four students, all within a university's College of Health Professions, were interviewed to determine whether IPE use in the healthcare curriculum is improving the collaboration skills of students within the healthcare professions. The students interviewed consisted of those in nursing and occupation therapy disciplines. The study concluded that there are barriers in each student's and faculty's way of achieving a successful improvement of collaboration across disciplines as expected with IPE. It was also determined that there is a need for a uniform understanding of the definition, expectation, and assessment of a successful IPE activity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]