Background and Purpose. The complexity of the health care workplace often transcends the expertise of a single knowledge domain. As a result, problem identification and resolution require collaboration to access the skills possessed by multiple disciplines. The purpose of this case report was to describe an interprofessional, experiential learning module that allowed 5 students in physical therapy and engineering to combine their knowledge with input from a speech-language pathologist to design, create, and deliver 2 low-cost communication devices to 4 children who were nonverbal and living at an orphanage in Ecuador. Case Description. Three physical therapist students were participants in a capstone course, the “Physical Therapy Project,” which included an embedded alternative spring break involving travel to Ecuador. Two students in engineering were members of “Enabling Engineering,” a student group that provides to people with disabilities low-cost technology to assist with activities of daily living. A needs assessment conducted by the physical therapy faculty identified 3 children with cerebral palsy and 1 child with autism who would benefit from access to technology to address their communication deficits. Under the direction of 2 faculty members in engineering and physical therapy and a speech-language pathologist, the students in physical therapy and engineering collaborated in the design, development, and implementation of 2 communication devices. Students were provided with opportunities to reflect on their learning and experiences with the project. The global partner provided feedback on the effectiveness of the devices 1 month after implementation. Outcomes. Incorporating knowledge from engineering, physical therapy, and speech-language pathology, the students used 3 dimensional printing to develop a low-technology communication button that provided voice output and allowed a child with autism to communicate basic needs to his caregivers. Three iPad tablets (Apple Inc, Cupertino, California) were customized with GoTalk NOW, a communication application, and a 3-dimensional printed case with a key guard. The iPad tablets were mounted to the children's wheelchairs with the commercially available Magic ArmTM (Lake Forest, California). The students wrote reflections that revealed positive perceptions about interprofessional collaborative problem solving, interprofessional communication strategies, and focusing on the end user. Limited fluency in Spanish was identified as a concern. The global partner reported appreciation for the students’ active collaboration and problem-solving capabilities and noted that the iPad tablets provided an effective means of communication for the children who received them. Discussion and Conclusion. An interprofessional education module allowed physical therapist students to collaborate with other disciplines, translate didactic knowledge to the field, and solve complex, real-world problems. Written reflection illuminated student learning and growth as a result of the process. Future work should focus on assessment of the long-term impact of collaborative efforts on student appreciation for different disciplines and strategies for creating teams that perform at a high level.