Interprofessional education (IPE) is critical for health professional students to form professional identities and develop collaborative skills. Although accrediting bodies mandate incorporating IPE, the effects of IPE programming on health professional students and the best pedagogical approach for achieving desirable outcomes are still unclear. In addition, specific effects of IPE within the context of experiential learning are not fully understood. That is, the literature has not presented a clear framework for structuring IPE programs, nor have outcome measures for IPE utilizing experiential learning (IPEEL) been established. The purpose of this study was to complete a grounded theory qualitative analysis of survey data from three cohorts of health professional students participating in an IPEEL elective course where students worked directly with children and their families. Pre- and post-survey responses identified how students perceived growth related to IPE competencies as a result of the IPEEL curriculum, as well as helped to develop a refined model of IPE specifically for experiential learning. Results indicated that overall students reported positive perceptions of IPE-related outcomes and positive outcomes related to the children and families they worked with, while confirming enabling and interfering factors that contribute to the IPE process. Future applications of the IPEEL model for IPE programming are recommended.