PURPOSE OF STUDY: This study aims to capture the views of the facilitator regarding the importance of IPE. METHODS USED: We conducted a cross-sectional study of IPE facilitators to determine attitudes toward their role, the importance of, and the need for interprofessional collaboration in healthcare. Responses were matched to student course evaluation data to determine if correlations exist between facilitator attitudes and student opinions. SUMMARY OF RESULTS: The response rate was 34%. Facilitators reported that IPE is an important responsibility, 79% marking ‘Strongly agree’ or ‘Agree’ 79% when asked ‘IPE should be a priority in my profession.’ 73% of the respondents marked ‘Somewhat important’ or ‘Extremely important’ when asked to rank the importance of being an IPE facilitator. 96% marked ‘Strongly agree’ or ‘Agree’ when asked ‘Interprofessional collaboration has the potential to reduce errors in the delivery of medical care.’ Respondents listed the top three contributions to patient outcomes as ‘Competency of individual practitioners’, ‘Communication between health specialists,’ and ‘Teamwork skills of health professionals.’ When asked to identify the greatest barriers to a successful IPE program, the top three barriers were: 39% curriculum or course management, 25% student perception, and 17% need for increased faculty buy-in. The strongest positive and negative Pearson correlation statistics revealed a weak positive association (0.30) between ‘Interprofessional education should be a priority in my profession’ and ‘The IPE courses at WesternU have met the expectations I had when I enrolled at WesternU’ and a moderate negative correlation (−0.50) between ‘Do you feel you can make a difference in your students’ perceptions of interprofessional collaboration’ and ‘Overall, I found this course to be a valuable educational experience.’ CONCLUSIONS: Results indicate positive attitudes toward IPE and its importance in patient safety. The correlation data paints a paradox: the more invested the facilitator is in IPE education, the lower the opinion of students about the IPE course. Open responses hint that selection bias should be considered. Also, limitations may exist regarding the representativeness of the student responses to the specific matched facilitator, including the timing of the IPE course survey and the matching process.