Despite efforts in higher education health profession programs to prepare students for the workforce, there is a disconnect between what is learned through interprofessional education and the knowledge and skills needed for novice healthcare providers to enact their role in the reduction of health inequities. The purpose of this two-cycle, Action Research study was to explore and further understand perceptions of faculty and students at a higher education Doctor of Physical Therapy program to improve meaningful IPE in relation to the reduction of health disparities. This two-cycle study gathered and analyzed data through a survey, interview, document analysis, 3 2 1 Method, S.O.A.R. analysis (Strengths, Opportunities, Aspirations, Results), and focus groups. The findings from the first cycle informed an action step cycle where a space was created for interprofessional students, faculty and graduates to gather to co-create IPE materials within affinity teams to populate a digital repository. Four findings were identified in response to the study's question: 1) IPE benefits from creating spaces for professionals across fields to come together with the inclusion of students, faculty, and practicing clinicians, 2) health profession programs need an intentional curriculum dedicated to infusing and scaffolding IPE throughout their course work, 3) IPE should be rooted in social justice constructs in collaboration with experts in this field, and 4) health profession educators need further opportunities and resources to craft IPE. Implications for other institutions engaging in interprofessional education and recommendations are offered at the conclusion of the study. [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.]