Background <p>Perinatal Mental Health (PMH) is a critical yet neglected aspect of maternal and child health, particularly in sub-Saharan African contexts. Interprofessional education (IPE) has been recognized as a key strategy in preparing health professional students to address the complex healthcare needs of individuals, including those suffering from PMH. This study assessed the feasibility and effectiveness of an IPE program on PMH among health students in Ghana and Uganda.</p> Methods <p>Guided by Kirkpatrick’s model of program evaluation, this descriptive cross-sectional study was conducted among final-year undergraduate health students (fourth or sixth year, depending on program duration) enrolled in Nursing, Midwifery, or Medicine programs who had previously participated in an interprofessional education (IPE) program on perinatal mental health (PMH). Ethical approval was obtained from appropriate institutional review boards in Ghana and Uganda, and written informed consent was obtained from all participants before data collection. Data were collected using validated questionnaires and analyzed descriptively through frequencies, percentages, means, and standard deviations.</p> Results <p>Out of the 60 eligible students, 43 responded to the questionnaires, yielding a response rate of 71.7%. Participants perceived the IPE as well organized (<i>n</i> = 41, 95.3%), easy to understand (<i>n</i> = 39, 90.7%), and conducted in a conducive environment (<i>n</i> = 39, 90.7%). Participants’ responses indicated an overall positive experience regarding the effectiveness of the IPE program on PMH (over 50%) and improvements in all areas, including knowledge gained, improved attitudes, behavior, and teamwork, better communication, potential application in practice, enhanced self-efficacy, and skills. The participants expressed diverse perspectives on multidisciplinary collaboration and found the content presented on the relevance of PMH among perinatal mothers to be very beneficial (<i>n</i> = 23, 53.5%). Almost two-fifths of the participants indicated that future programs should allocate more time for the engagements. Participants recommended introducing IPE earlier in the curriculum (<i>n</i> = 24, 55.8%).</p> Conclusion <p>The study demonstrates the effectiveness of an interprofessional education (IPE) program on perinatal mental health, with health students reporting improved knowledge, attitudes, teamwork, and communication. As suggested by participants, more engagement time and earlier curriculum integration are recommended. To ensure sustainability, IPE should be prioritized in healthcare training with support from leadership and policy to strengthen educational frameworks, especially in low- and middle-income countries. Future research should focus on the long-term outcomes of IPE on student competencies and patient care impacts.</p>