It has long been recognized that one of the main reasons for the high cost and low quality of the US healthcare system is the fragmentation and lack of collaboration and coordination among healthcare professionals (Frenk et al. Lancet 376(9756):1923–1958, 2010). Increasingly, multiprofessional care delivery models are being replaced with interprofessional team-based approaches. Concurrently, this has led to calls for interprofessional education (Barr. Interprofessional education today, yesterday and tomorrow. Commissioned by The Learning and Teaching Support Network for Health Sciences & Practice from The UK Centre for the Advancement of Interprofessional Education Learning & Teaching Support Network, 2001), to ensure learners in the health professions are prepared for collaborative practice. As a result, graduate medical education (GME) educators are now charged by accrediting bodies to ensure that residents and fellows have both the knowledge and experience to work effectively in interprofessional teams. As clinical learning environments have become increasingly interprofessional, program directors can meet this charge by intentionally creating opportunities for residents and fellows to learn with, from, and about colleagues from a wide variety of professions. Program directors should be aware of potential challenges to interprofessional education in the clinical learning environment and be open to new opportunities.