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There is a current focus within healthcare on interprofessional collaboration as an important tool in optimising health outcomes through effective, team-based care. Within higher education, interprofessional education is increasingly being incorporated into undergraduate health and allied health curricula. This article reports the implementation of a community-based, interprofessional student learning opportunity for undergraduate health and allied health students. Qualitative data were collected from the student and academic participants with a number of key themes identified. From the student perspective, aspects such as discipline identity, managing interprofessional dynamics and the importance of work-integrated learning were identified. Academic staff articulated issues concerning organising and implementing interprofessional learning opportunities and skills needed to adequately facilitate and support students participating in community-based activities. This article provides insight into the potential benefits of community-based interprofessional learning as well as some of the complications experienced by both students and academic staff. The objective is to encourage undergraduate health curriculum development to include opportunities for students to participate in interprofessional, community-based, realworld experiences as a basis for deepening their understanding of their own professional