Our objective was to create an interprofessional education session engaging 5 doctor of nursing practice students, 4 master of science in nursing students, and 24 occupational therapy doctoral students. The teaching strategy was reflective questioning regarding the perceived role of each specialty to foster mutual role appreciation. Common misconceptions perpetuating role confusion were identified and discussed. Students engaged in a 1-hour class with large group discussions and small group breakout activities to compare educational, political, and institutional challenges affecting their respective roles. Students were placed in small groups and asked to identify the top 3 challenges currently affecting their profession and to reflect on these challenges within the large group. Students used critical thinking while collaborating on strategies for successful resolution of identified challenges in multifaceted health care environments. Prework included reviewing government websites of the licensing bodies for each discipline and related scholarly articles. This teaching strategy allowed students to engage in teamwork and leadership building through learning about challenges and opportunities for change within the disciplines with whom they collaborate. Students reported an increased awareness of educational, political, and leadership challenges facing other disciplines, cultivating a more holistic perspective of health care.