Notwithstanding advances in pedagogical research, college professors have used few evidence-based (EB) practices to enhance student learning. Concurrently, healthcare professionals have been incorporating EB research into practice for years. The key to successful adoption of EB practices in real world settings is effective implementation. Implementation science (IS) is the adoption, adaptation, scaling, and sustaining of EB programs or practices in real-world settings. Higher education studies using IS frameworks are needed. This article presents the application of IS frameworks for planning, designing, and implementing an undergraduate interprofessional education course at a large metropolitan university, and to systematically make changes in each iteration of the course. Additionally, the article facilitates faculty development of IS knowledge and skills, delineates the challenges that educators may encounter, and describes strategies and processes to address challenges. IS competencies can benefit academicians beyond implementation of new curricula.