ABSTRACT. Interdisciplinary medical mission experiences provide opportunities for professionals and students to offer health care to medically underserved communities. The purposes of this study were: (1) to determine the nature of learning among physical therapist students during an interdisciplinary medical mission trip, (2) to determine the perceptions of physical therapist students concerning other disciplines, and (3) to determine the feasibility of developing a communitybased clinical education experience using this type of experience. The subjects were 12 physical therapist students who were in their second or third year of a professional masters degree program and who had not previously participated in a medical mission trip. These students were not enrolled in a class for this experience and did not receive a grade for their participation. Qualitative research methods were used in this study. The design of the study included qualitative data collection prior to, during, and after the experience. Methods of data collection included audiotaped interviews, observations, and videotapes during community-based experiences and the use of student journals. The qualitative data were analyzed through a process of coding, content analysis, and theme development. Reliability was established through independent data analysis by each researcher Validity was established through triangulation of data. Data analysis resulted in the development of four themes: (1) adaptation to the environment, (2) collaboration with peers and team members, (3) development of cultural sensitivity, and (4) development of a holistic approach to patient care. Adaptation to the environment had several subthemes, including creativity, prioritization, problem solving, education, and communication. The results of this study indicate that through social cognitive learning, students develop higher-level thinking and problem-solving skills in addition to cultural sensitivity and collegiality with other health care providers. These types of experiences are an important part of professional development and should enhance the students' abilities to function in today's changing health care environment. Therefore, communitybased clinical experiences are viable options to supplement the decrease in traditional clinical education experiences. The delivery of health care continues to evolve in a manner that necessitates changes both in academic and clinical curricula of health care professions.1,2 The focus of a managed care delivery system, in which care is streamlined and in-patient hospital stay is shortened, heightens the need for an interdisciplinary approach to patient care. Although physical therapist (PT) students encounter other health care professionals during clinical experiences, the interaction may be limited and structured to the extent that a full understanding of other disciplines is not appreciated. Traditionally, students who are assigned to a rehabilitation clinical experience participate in an interdisciplinary approach to patient care. However, the changes in health care now necessitate an interdisciplinary approach throughout the continuum of care.3 Thus, it is important for students to experience and understand the roles of other health care team members early in their professional education. Health care professions programs must seek innovative activities through didactic course work as well as clinical education experiences to ensure that students are acquiring competencies that facilitate adaptation to the changing health care environment. Out of necessity, clinical education is changing.4 Alternative models of clinical education are needed to accommodate the changes in health care delivery. Some of these alternative models include varying ratios between students and clinical instructors (CIs) and placement of students in nontraditional settings. Student ratios may include two CIs to one student, one CI with two or more students, or multiple CIs with multiple students. …