Fostering intraprofessional collaboration (intraPC) between occupational therapy (OT) and occupational therapy assistant (OTA) students is an integral piece of occupational therapy education programs. The Accreditation Council for Occupational Therapy Education (ACOTE) even expanded upon intraPC standards in their 2023 standards version. Despite the importance of intraPC activities, barriers exist to their implementation such as time, cost, and logistics. However, it is still important for OT program faculty to identify what types of intraprofessional education activities are a good fit for their program to ensure compliance with standards and prepare students for future collaboration. A quantitative cross-sectional design was used to gather data from four associate degree OTA programs and one master's degree OT program (N=73). All students completed a semester-long video case study project which provided remote face-to-face collaboration opportunities between randomly paired OT and OTA students. Then, students completed a pre- and post-measure, a modified version of the Interprofessional Collaborative Competency Attainment Scales (ICCAS). A paired samples t-test was performed to compare OT and OTA student combined scores regarding intraPC competency before and after project completion. There was significant difference in all construct areas (p<0.001). A large effect size for combined students' overall collaborative competency was discovered with corresponding results found in four of the six constructs: communication, collaboration, patient-centered care, and team functioning, with a medium effect size for roles and responsibilities and conflict management. These results support the use of this remote, video case-based project to meet intraprofessional educational standards for OT and OTA students.