Interprofessional collaboration (IPC) has become ubiquitous in healthcare and healthcare education. While it is common for committees within higher education to utilize members with varied expertise, there is a lack of research identifying perceived benefits and barriers to this form of collaboration within this setting. Attempting to bridge the gap between healthcare and higher education, this study was conducted to investigate the benefits, knowledge gained, and obstacles to using IPC to create a return-to-learn policy for students suffering from a concussion. The study was also performed to identify lessons learned by the researcher, who served as the committee chair and planned to implement a distributed leadership style. Phenomenology and autoethnography were used with data coming from semi-structured interviews with members of the interprofessional team, as well as artifacts obtained during the collaborative sessions. Data were used to understand the essence of what it means to participate in IPC within a community college culture. Themes were identified regarding perceived benefits of IPC, factors that facilitated the benefits, knowledge gained and the perceived benefits of that knowledge, barriers to IPC, and requirements for effective collaboration. Themes regarding my understanding of interprofessional culture and my leadership were also identified. All themes were synthesized with previous literature to help improve the understanding of IPC in higher education. The results support the inclusion of return-to-learn policies at all higher education institutions, the consideration of flexibility in leadership, and expanding the use of interprofessional teams. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]