This study examined how recent Doctor of Physical Therapy graduates from a health professions graduate school with an interprofessional curriculum conceptualize their professional and interprofessional identity (i.e., dual identity). Semi-structured interviews were conducted with 12 recent graduates in their first 1-2 years of practice working in inpatient settings. Transcripts were analyzed using iterative and inductive phenomenological analysis to identity themes. Four major themes related to professional identity emerged: from patient to physical therapist, profession exceeding expectations, connection with patient, and role affirmation through meaningful work. Six major themes emerged related to interprofessional identity: valuing different mindsets, authenticity of interprofessional education, feeling misunderstood, perceived versus true hierarchy, differing team dynamics and being on the same page. These findings were considered in light of the literature, social identity theory, intercontact group theory, and the interprofessional socialization framework. The main conclusion was that approaches to interprofessional education that focus on longitudinal socialization from professional education through clinical practice may best support development of clinicians who value interprofessional collaborative practice. [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.]