Health professions faculty are traditionally experts in their respective fields and are prepared to teach students from their own profession, but rarely receive training concerning implementation of interprofessional education. The problem addressed by this research was that most health professions educators are not prepared to facilitate interprofessional teams of students, leading health professions students to graduate without the skills needed to participate in and implement interprofessional teams, and the lack of implementation of interprofessional teams results in preventable medical errors, patient suffering, and death. The purpose of this qualitative multiple case study was to explore the teaching experiences of health professions faculty who facilitate interprofessional student teams and their experiences and perceptions following participation in online interprofessional facilitator training at one private university in Texas. This study was guided by Vygotsky's social learning theory. This qualitative multiple case study was conducted with a sample size of 10 health professions faculty, and data were collected via semi-structured interviews and direct observation to answer two research questions. Three themes were identified from thematic data analysis: (a) Preparing for and implementing interprofessional learning experiences is challenging but rewarding, (b) The value of interprofessional work, and (c) Online interprofessional facilitation training and observing other faculty promoted reflection and growth. Based on the findings of this study, the recommendations for practice are that administrators obtain perspectives of health professions faculty, that faculty evaluate curricula to identify intraprofessional activities that could be made interprofessional, and that health professions faculty be provided with interprofessional facilitator training and opportunities to observe other faculty. Recommendations for research include exploration of challenges faculty face and strategies employed to overcome them, resources and best practices for implementation of interprofessional experiences, benefits faculty gain from and strategies employed to create, implement, and assess interprofessional learning opportunities, the impact of interprofessional facilitator training on health professions faculty, and changes in health professions faculty's self-efficacy, confidence, and skills in facilitating interprofessional activities following interprofessional facilitator training. [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.]