The healthcare professions have traditionally operated in bounded silos during professional training. Regulatory requirements now mandate that students learn from and about each other (WHO, 2010) in interprofessional education (IPE) activities, a standard in all healthcare professions degree programs in the United States. This includes professional training of medical doctors, physical therapists, nurses, pharmacists, physician assistants, speech-language pathologists, occupational therapists, and public health professionals. As such, IPE must be planned and sustained over time by faculty and staff at institutions offering these programs. However, the task of IPE planning is one easier mandated than executed. IPE planning tasks those involved with integrating disciplinary perspectives from the siloed healthcare professions. The literature describes representatives from separate disciplines encountering relational challenges with their counterparts while engaging in IPE planning. Lines are drawn, and silos are maintained. Boundary spanning is required; that is, forging common ground in two-way social exchanges across disciplinary bounds is essential for effective IPE planning. Yet, the literature lacks theoretically informed empirical explanations of how these processes occur in IPE planning. This case study aimed to understand the boundary spanning practices that unfold over time during IPE planning. To this end, an IPE planning group was studied at an academic medical center from its inception through the execution of an IPE event. Strong Structuration Theory (Stones, 2005) was employed as a lens to understand the nature of boundary spanning practices as a processual social phenomenon (Ernst & Chrobot-Mason, 2010) involving the interplay of agents and structures across time and space (Giddens, 1984). The primary research question addressed was: What is the nature of boundary spanning practices in interprofessional education planning? The findings provided insight into the social dynamics of boundary spanning practices in IPE planning. Boundary spanning practices in IPE planning are a complex, interactional social phenomenon, developing progressively in four relational enactments (passivity, familiarizing, connecting, synthesizing) among individuals and groups. Three structural factors and their enabling or constraining function were detailed: roles, interpersonal relationships, and group norms. Boundary spanning in IPE planning is enhanced as structural constraints and the boundaries between interacting agents are changed through reciprocal social interactions. As boundaries change, constraints on and barriers to planning efforts are alleviated. This implicates the need for ongoing social interaction among planning participants to sustain IPE initiatives. The study contributes to the work of practitioners involved in IPE planning by providing a blueprint of practices required for boundary spanning and identifying the structural constraints and enablers of such practices. Further, the study expands upon existing theory to identify how boundary spanning practices evolve or regress over time. Critical divergences from the boundary spanning literature are detailed. Recommendations for planning groups and organizational leadership are offered to enhance boundary spanning for future IPE planning and implementation efforts. [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.]