Purpose/Hypothesis : Background: In 2011, the Interprofessional Education Collaborative reported that the goal of interprofessional learning is to Òprepare health profession students for deliberatively working together with the common goal of building a safer and better patient-centered and community/population-oriented U.S. health care.Ó1 While numerous studies explore the positive effects of interprofessional education and simulation with physical therapy (PT) students, far fewer studies explore these effects with physical therapist assistant (PTA) students. This study is a part of that growing body of research. Purpose: This study examines six domains relating to student learning outcomes as impacted by the interprofessional education experience. Outcomes include: ÒGeneral Self-ConfidenceÓ, ÒActual IPE/SIM ExperienceÓ, ÒCommunication/ProfessionalismÓ, ÒCritical-Thinking/Decision-MakingÓ, ÒSkill PerformanceÓ, and ÒReflection/Overall Impressions.Ó Hypotheses: We hypothesized 1) that students training in two distinct healthcare programs Ð Physical Therapist Assistant and Practical Nursing - would find the IPE experience valuable; 2) that the experience would improve student understanding of the other healthcare profession represented; and 3) that students would feel more confident and comfortable working with patients and colleagues to solve patient care problems after the interprofessional education experience.Number of Subjects : 44 students took the pre-experience survey; 43 students took the post-experience surveyMaterials/Methods : Pre- and Post- written surveys using Likert scale questions as well as open-ended qualitative questions to gather additional narrative.Results : Using a Likert scale of 1 to 5, comparative data from pre- to post- surveys showed an increase in 4 of 6 domains in PTA student outcomes and 3 of 6 PN student outcomesConclusions : As rated by both cohorts, specific learning outcomes were improved in such areas as actual IPE/simulation performance, interdisciplinary communication and professional behaviors, critical thinking/ decision-making and specific skill performance (e.g., bed to wheelchair transfer). Areas such as general self-confidence and reflections on the experience were considered less germane to the learning process.Clinical Relevance : This educational qualitative research explored different types of learning that can occur with PTA students when working with PN students. The inclusion and application of IPE into entry-level PTA programs is recommended as an effective way to prepare PTA students to work under the direction of a supervising physical therapist and to succeed on interdisciplinary healthcare teams.