Brimo-Picanes, Danielle M.2025-05-052025-05-052025-05-02https://repository.tcu.edu/handle/116099117/67038Purpose: Despite emphasis on interprofessional collaboration in schools, speech-language pathologists (SLPs) and educators often enter the workforce without formal training in teamwork competencies. This study explored faculty’s and administrators’ perceptions of implementing an interprofessional team-based training for students enrolled in speech-language pathology and education programs. Method: Using the Consolidated Framework for Implementation Research (CFIR), qualitative interviews were conducted with four academic leaders from Communication Sciences and Disorders (COSD) and Education departments. Data were analyzed through thematic analysis. Results: Facilitators included certification/program requirements, supportive leadership, faculty willingness, and existing coursework overlap. Barriers included limited funding, faculty and student workload, inconsistent interdepartmental communication, and differing delivery formats. Conclusion: While participants recognized the value of team-based training, logistical and structural barriers challenge its implementation. Faculty or administrators who want to implement an interdisciplinary team training should align goals of the training with accreditation standards and develop strategies to bring faculty from different disciplines together. The barriers and facilitators identified in this study should be used to improve the sustainability of interdisciplinary team training in university programs.Format: OnlineenSpeech therapySpeech language pathologyTeam-based trainingText