This chapter explores the essential roles of self-awareness and self-reflection in enhancing interprofessional education and collaborative practices (IPECP) within healthcare settings. Drawing upon several frameworks ranging from Daniel Goleman’s emotional intelligence, Gibbs and Schön’s reflective cycle, this chapter emphasizes how self-awareness and self-reflection are vital in recognizing one’s emotions, strengths, and limitations, which serves as a foundation for effective teamwork and patient-centered care. Empirical studies highlight that healthcare students engaged in simulation-based IPECP activities exhibit enhanced self-awareness, resulting in improved interdisciplinary teamwork and decision-making in clinical scenarios. Furthermore, it explores the psychological concepts of transference and countertransference within interprofessional education and collaborative practice, emphasizing their influence on teamwork, communication, and collaboration. By fostering self-awareness and self-reflection, students can recognize unconscious biases and emotional responses that impact interprofessional interactions. Strategies to mitigate biases, such as those based on gender, culture, authority, and profession, are outlined alongside tools and practices to integrate reflective learning into healthcare education and improve patient-centered care. This chapter also highlights the effective supervisory strategies that promote reflective supervision, emotional intelligence, ethical, and patient-centered care. Real-world examples and a case study illustrate how reflective practices enhance accountability, empathy, collaboration, and lifelong learning.