Interprofessional practice has become a key component of health professions training programs in recent years as health care has shifted to a more team-based approach to patient care. Because of this, health professions training programs have been tasked with ensuring that students receive adequate training prior to graduation. In the field of speech-language pathology, limited research has shown the best practices in measuring the interprofessional practice skills of speech-language pathology graduate students. Such scant evidence warrants the need for further research on viable measurement tools for interprofessional practice skill development in speech-language pathology. This dissertation presents a three-phase project focusing on the interprofessional practice skills of speech-language pathology graduate students. Phase one consisted of a scoping review of current literature to determine what measurement tools are currently used to evaluate the interprofessional practice skills of speech-language pathology graduate students. Results of this scoping review showed thirty-five included articles identifying both published measurement tools and author created tools as current methods of evaluation. Phase two and three provides the results of two studies regarding observational and perceptual evaluations of interprofessional practice skills following two simulated interprofessional education events conducted with physical therapy, physician assistant studies, and speech-language pathology graduate students. Phase two utilized the "Interprofessional Collaborator Assessment Rubric (ICAR)" to evaluate student performance on interprofessional practice competencies as rated by trained faculty raters. Phase three provides data regarding student self-assessment of interprofessional practice skills using the "Interprofessional Collaborative Competencies Attainment Survey (ICCAS)" following the same simulated interprofessional education event. Results of all three phases are presented in this dissertation and connections are made to the relevance for speech-language pathology faculty members engaged in interprofessional education. Findings from this dissertation provide further evidence of the need for continued research in the measurement of the interprofessional practice skills of speech-language pathology graduate students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]