Health inequities resulting from discrimination, harassment, and stigma faced by transgender individuals in healthcare settings have been well documented. Providing education to pre-professional learners has been identified as a key strategy for reducing health inequities within this marginalized community. Designing and implementing an interprofessional education (IPE) simulation focused on the needs of transgender patients is one pedagogical tool in this educational strategy. This chapter will highlight the reasons this topic is important, followed by a description of a redesign and implementation of one IPE activity that has evolved over several years at an academic institution that aims to promote interprofessional collaboration and affirming care when treating transgender and gender-diverse patients. Shifting from a model of Standardized Patient (SP) to Expert Patient (EP) for case simulation, recruitment strategies and challenges, as well as the importance of psychological safety for EPs will be discussed. Personal insights from one of the authors, who is a transgender woman, as well as narratives from a student learner who participated in the event, will be shared.