Intraprofessional collaboration between occupational therapists (OTs) and occupational therapist assistants (OTAs) is important for safe, effective, and efficient occupational therapy services. However, challenges such as role misunderstandings in Canada exist, which impact OT-OTA intraprofessional collaboration and the quality of care provided. This study aimed to reveal the OT-OTA intraprofessional collaboration preparation taking place in Ontario, Canada, during entry-to-practice education. An explanatory sequential environmental scan was conducted, which involved a survey distributed to OT and OTA educators, followed by six focus groups: two with OT educators, two with OTA educators, and two with OT and OTA recent graduates. Key findings revealed an opportunity and a need to develop readymade, easy-to-use foundational online resources to support OT-OTA intraprofessional collaboration preparation in the Canadian context. The environmental scan revealed distinct competencies, skills, and attitudes that must be addressed and explicitly taught for effective OT-OTA intraprofessional collaboration. Participants emphasized that while ready-made online resources are needed to address existing knowledge gaps, scaffolded real-world OT-OTA interactions are also required to develop OT-OTA competence in intraprofessional collaboration. Contact theory provides insight into these findings. This study presents the initial phase in a broader initiative that created, disseminated, and evaluated resources designed to support OT-OTA intraprofessional collaboration across Canada.