Interprofessional collaboration (IPC), also referred to as interdisciplinary collaboration, is defined in the social work literature as “an effective interpersonal process that facilitates the achievement of goals that cannot be reached when individual professionals act on their own” (Bronstein, 2003, p. 299). IPC is well documented in health care literature and is largely considered best practice in both clinical & educational settings. So much so that the World Health Organization (WHO) developed a Framework for Action on Interprofessional Education (WHO, 2010) and the Canadian Interprofessional Health Collaborative (CIHC) developed a National Interprofessional Competency Framework (CIHC, 2010). According to a systematic review of collaborative models for health and education professionals working in the school settings, models of IPC are described in research but not explicitly evaluated, and there remains a need for robust research in this area (Hillier, Civetta, & Pridham, 2010). This article describes the implementation of an IPC with high school aged students in a special education classroom. The following interconnecting domains from the Canadian National Interprofessional Competency Framework (CIHC, 2010) will be discussed and described:Role ClarificationPatient/Client/Family/Community-CenteredTeam FunctioningCollaborative LeadershipInterprofessional CommunicationInterprofessional Conflict ResolutionBackground considerations, benefits, and barriers will be reviewed also.