Background <p>Students can practice learning in an interprofessional environment during their education in order to enable a well-functioning cooperation between healthcare professions. The aim of interprofessional learning (IPL) is for all students to contribute with their expertise and work in teams under supervision, which has been shown to improve their understanding of their own and each other’s roles. However, previous research in interprofessional learning in primary healthcare is limited.</p> Aim <p>The aim of the study was to describe and explore interprofessional learning in primary healthcare from the perspectives of patients, students, and supervisors.</p> Method <p>A mixed method approach was used with 35 participants (14 students, 16 patients and 5 supervisors) in a convergent design. Data collection and the analysis of questionnaires and interviews were conducted simultaneously. The responses to the questionnaires were analysed descriptively, and the interviews were analysed thematically.</p> Results <p>The results, based on the perspectives of the patients, students, and supervisors, showed that IPL supported the students in focusing on the patient and contributed to a patient-centred approach. The interprofessional learning of the students evolved gradually through an increased responsibility in the cooperation. In order to balance individual and collective learning, the supervisors could take a step back to support the students’ pursuit of independence.</p> Conclusion(s) <p>These findings suggest that IPL could improve and develop quality in primary healthcare. The results of the present study emphasize that the patient perspective plays an important role in students’ interprofessional learning as it contributes to a holistic approach and perspective in healthcare. The supervisors play an important role in structuring the IPL, acting as role models, nurturing cooperation between the students and being responsible for patients’ safety.</p>