This article is written for both HCAs and their educators and provides a brief overview of interprofessional education (IPE)—also known as ‘interprofessional learning (IPL)’—of relevance to the HCA workforce. The notion of IPE has been popularised in recent years, with the need for healthcare practitioners to build capacity within and between different professional disciplines. The motivation for this is often that IPE and the improved multidisciplinary teamwork (MDT) it contributes to can have a direct, positive impact on the quality of patient-centred care. When HCAs are in the process of returning to education after a considerable time, they might not be familiar with the notions of IPE or MDT, or even have considered the relevance of either to the care they provide to patients and their families and carers. This article provides an insight into and an explanation of both IPE and MDT, using worked examples from practice. It also places value on the experiential learning that HCAs bring to the context of IPE for others. The everyday work and interaction at the front line of patient care of HCAs places them in an ideal position to share accounts of their experience from practice, so that others might learn from them. Finally, a key set of learning objectives in relation to IPE is presented, so that when HCAs contemplate their own IPE learning, whether formal or informal, they are better equipped to consider key elements that might be of direct relevance to their own contribution to practice.