Interprofessional health education has received increased attention from educators and health care institutions over the past decades. In the Institute of Medicine's The Future of Nursing: Leading Change, Advancing Health report, the necessity of nursing professionals becoming full partners with other health care professionals is described. In 2011, a group of faculty members in northeast Indiana formed an interprofessional education (IPE) consortium, which included faculty from several universities. The members were from a larger community group who met monthly and realized they shared a common interest in developing an IPE program. The purpose of this article is to describe the unique interprofessional and multi-institutional educational series that has been off ered as a result of the collaborative eff orts of this consortium. The initiative is continuous and now enters the second phase of the IPE learning series. This initiative may help others make the necessary changes in health care education. [J Nurs Educ. 2014;53(x):xxx-xxx.] O ver the past several decades, the focus on implementing interprofessional learning experiences for health profession students has increased (Cerra & Brandt, 2011). Much of the attention has been provided by highly respected agencies, such as the Institute of Medicine (IOM). (IPEC Expert Panel, 2011) is recognized by health care educators as the benchmark for developing interprofessional education and collaborative practices, as it emerged from the desire to build on each of the profession's defi ned practice of interprofessional care. From this, students learn how to practice in a collaborative manner so that they are practice-ready upon graduation.The Core Competencies for Interprofessional Collaborative Practice can serve as a guide for interprofessional educators to coordinate efforts in developing curricula, as well as using other teaching strategies that lead to the effective assessment of the results of interprofessional education. In addition, the competencies provide a framework to help students meet the current interprofessional requirements expected by accreditation and licensing organizations.The IPEC panel noted that competency domains varied among the competency content in the literature; however, they developed four interprofessional competency domains, which include (a) values and ethics for interprofessional practice, (b) roles and responsibilities, (c) interprofessional communication, and (d) learners achieve the learning objectives within the four domains before becoming licensed or certifi ed in their respective disciplines. The goal of the IPEC continues to be one of enhancing patient safety through high quality, accessible, patient-centered care (IPEC Expert Panel, 2011). Another infl uential group dedicated to enhancing health care by improving health care education is the Josiah Macy Jr. Foundation. This group of professionals met in January 2013 to develop recommendations for transforming health care. The participants made several recommendati...