This study explores the efficacy and challenges of interprofessional learning opportunities for preservice special education teachers and speech-language pathologists through a novel Interprofessional Summit. Employing a mixed-methods approach, the research examined how interdisciplinary collaboration impacts the preparation of these professionals for working with augmentative and alternative communication (AAC) communicators in inclusive settings. Data were collected from a small convenience sample of participants at a single university, focusing on the process rather than outcomes of interprofessional engagement. Through content and thematic analysis of summit facilitation guides, participant artifacts, and post-summit surveys, findings revealed high levels of engagement and fidelity to the summit's objectives. Mentor feedback underscored the participants' consistent collaboration, effective problem-solving, and pragmatic considerations for AAC communicators' needs. The study highlights the potential of interprofessional education in fostering comprehensive educational strategies that address the holistic needs of AAC communicators. The study contributes to the dialogue on overcoming institutional and structural barriers to effective interprofessional collaboration in educator preparation programs.