The Institute of Medicine (IOM) and the World Health Organization (WHO) recommended a shift in delivering health services from compartmentalized to team-based care (IOM, 2003; WHO, 2010). Based on their advice the Interprofessional Educational Collaborative (IPEC) formulated four interprofessional (IP) competencies to guide the creation of curricular activities necessary for the education of future healthcare workers (IPEC, 2016). This research study explored the journey of nine nurses who worked in IP healthcare teams. I wanted to understand the effectiveness of their IP education on real-world work experiences. A qualitative, multiple-case design revealed their educational preparation and understanding of IP team interactions. Analyzing their descriptions of IP team dynamics and their knowledge of IPEC competencies yielded three themes that illuminated the meaning of their experiences: Nurses who lacked educational preparation about IPEC competencies tended to function in a silo; Positive and negative peer interactions impacted their IP collaboration with other healthcare workers; and Inclusion within systems of shared governance enhanced teamwork skills. Nurses with direct programmatic, pre-employment experiences in the application of IPEC competencies were more successful than those who had only been instructed about those standards. This was particularly significant when comparing the training of BSN as opposed to ADN nurses. Based on these results, I argue that nursing educational programs need to provide multiple IP opportunities that weave IPEC competencies throughout the curriculum. Accreditation standards between the ADN and BSN programs are not the same and special attention to IP educational activities in the ADN curriculum needs further investigation.