Interprofessional Collaborative Practice (IPCP) in which multiple health professionals from diverse professions work together to improve patient care, is increasingly common clinical practice. Therefore, interprofessional education (IPE) is an ever more important part of health professional education (HPE). Online interprofessional education (OIPE) provides logistical and pedagogical benefits (and challenges) for diverse HPE cohorts, learning not just in parallel, but with, from and about each other. This chapter differentiates between multidisciplinary, interdisciplinary and interprofessional education, and while focusing on the latter, is relevant to all. This chapter outlines key theories underpinning effective OIPE such as the Contact hypothesis, and the Community of Inquiry model, and how these can help in the design and delivery of effective and ‘safe’ learning experiences for interprofessional cohorts. The chapter consider various IPE curriculum frameworks and essential IPCP skills, knowledge and capabilities, but also how to support learners’ ‘dual identity’ development as inter(professional) practitioners. The importance of teaching presence, and the skills, knowledge and support required to design and facilitate interprofessional learning through synchronous and asynchronous engagements are highlighted. The chapter concludes with a focus on online learning activities specifically relevant to enhancing and assessing IPCP, such as virtual multidisciplinary team meetings (MDTM), interprofessional case discussions, reflective and interprofessional group assessment tasks.