Purpose <p>This study describes the role of interprofessional education (IPE) in physical therapist professional education curricula, faculty participation, institutional support and funding for IPE, and the challenges and barriers to implementing IPE in physical therapist education programs within the United States (U.S.).</p> Methods <p>The study survey was completed by 102 Doctor of Physical Therapy programs in the U.S. A nationwide survey was developed and disseminated by academicians and clinicians with experience in IPE who served on the Board of Directors of the National Interprofessional Education Consortium (NIPEC) of the American Council of Academic Physical Therapy (ACAPT).</p> Results <p>The results revealed that while there is heterogeneity in IPE implementation across physical therapist education programs in the U.S., the vast majority of programs address the four Interprofessional Education Collaborative (IPEC) competencies. IPE activities are occurring in education programs and involve students from many other health professions. Faculty time and workload, lack of student time, lack of financial support, and lack of clinical instructors’ training in IPE were identified as the major challenges to IPE implementation.</p> Discussion <p>These findings may lead to improved utilization of IPE in physical therapist education, not only in the U.S. but also globally. A strategic plan for implementing IPE and more detailed expectations of IPE in both didactic and clinical education curricula may be helpful for programs considering curricular changes.</p>