This paper presents three exemplary models of interprofessional education (IPE) curricula from Rosalind Franklin University of Medicine and Science, the University of Florida, and the University of Washington. These models demonstrate different approaches to interprofessional collaborative learning, including didactic instruction, community-based experiences, and simulation-based training. The goal of IPE is to prepare future healthcare professionals to work effectively in interprofessional teams, improving patient outcomes through collaboration and shared knowledge. The Rosalind Franklin University model includes a didactic component focusing on team-building, patient-centered care, and interprofessional communication, a service learning component involving community projects, and a clinical component with limited enrollment. Students work in interprofessional teams to address community health needs and develop skills in communication and leadership. The University of Florida's Interdisciplinary Family Health course involves students in community-based learning, with teams visiting families to provide health education and support. The course emphasizes the impact of environment and resources on health status and promotes interprofessional collaboration. The University of Washington's model includes simulation-based training and the SPARX program, which offers co-curricular experiences to expose students to rural and underserved populations. Common elements among these models include fostering understanding of professional roles, promoting communication and teamwork, and ensuring student engagement and reflection. Successful IPE programs require administrative support, interprofessional infrastructure, committed faculty, and a sense of community. Key resources include mentor training, adequate facilities, technology, and community partnerships. The paper concludes that interprofessional education is essential for improving healthcare outcomes and should be a priority for all training institutions.This paper presents three exemplary models of interprofessional education (IPE) curricula from Rosalind Franklin University of Medicine and Science, the University of Florida, and the University of Washington. These models demonstrate different approaches to interprofessional collaborative learning, including didactic instruction, community-based experiences, and simulation-based training. The goal of IPE is to prepare future healthcare professionals to work effectively in interprofessional teams, improving patient outcomes through collaboration and shared knowledge. The Rosalind Franklin University model includes a didactic component focusing on team-building, patient-centered care, and interprofessional communication, a service learning component involving community projects, and a clinical component with limited enrollment. Students work in interprofessional teams to address community health needs and develop skills in communication and leadership. The University of Florida's Interdisciplinary Family Health course involves students in community-based learning, with teams visiting families to provide health education and support. The course emphasizes the impact of environment and resources on health status and promotes interprofessional collaboration. The University of Washington's model includes simulation-based training and the SPARX program, which offers co-curricular experiences to expose students to rural and underserved populations. Common elements among these models include fostering understanding of professional roles, promoting communication and teamwork, and ensuring student engagement and reflection. Successful IPE programs require administrative support, interprofessional infrastructure, committed faculty, and a sense of community. Key resources include mentor training, adequate facilities, technology, and community partnerships. The paper concludes that interprofessional education is essential for improving healthcare outcomes and should be a priority for all training institutions.