This interprofessional education (IPE) project was designed to prepare students to work and lead in an increasingly complex healthcare environment. The purpose of this project is to describe and measure accounting and occupational therapy students' perception and value of participating in an IPE learning activity and how the activity enriched the learning environment and identified gaps of knowledge to improve teaching. A mixed methods pre- post-survey design was used to collect quantitative data from a modified version of the Interprofessional Socialization and Valuing Scale (ISVS-9a) from 115 occupational therapy and 21 accounting students. Qualitative data was collected from a post-survey using open-ended questions and the accounting students' consultation deliverable report to the occupational therapy students. Statistically significant improvements from pre- post-survey for all ISVS-9a items were found for the occupational therapy students (all p<0.001) and on two of the ISVS-9a items for the accounting students (p < 0.043 and 0.026). The accounting students found the IPE to be an (1) authentic learning activity, (2) they gained insight into the business acumen/savviness gap of occupational therapy students, and (3) experienced interprofessional reciprocal learning. The occupational therapy students found the IPE (1) increased their business acumen/savviness, (2) was valued time spent one-on-one with an expert, (3) improved the structure and organization of their project, and (4) was a valuable learning experience. The results are intended to share ways an IPE project may occur between healthcare and business students.