Using a reflective case-study methodology, I conducted an innovative method in my inclusive/special education course, informed by the Communities of Practice literature and interprofessional collaboration. The student participants, in groups, accomplished an assignment designed to support a learner with a disability/exceptionality by including in their plans relevant professionals and community stakeholders. Data consisted of tape-recorded focus group interviews and group planning meetings, as well as two researcher journals. Two themes emerged: the status of members of a community of practice affected group leadership, and to work effectively, promoting interprofessional collaboration within a university course should account for communities of practice already established in the field. (Contains 1 table and 3 notes.)