Purpose: On February 1, 2019, the Health Professions Accreditation Collaborative (HPAC) released their “Guidance on Developing Quality Interprofessional Education for the Health Professions”. The HPAC member accrediting agencies, including CAPTE, developed this consensus guidance document through a multi-year, collaborative process with education partners, stakeholders, and the National Center for Interprofessional Practice and Education. The purpose of this session is to review critical elements of this document, focusing on the 10 aspects that are most useful and practical in program-level IPE development, both in the classroom and in the clinical setting. After a review of the recently published HPAC guidance, the 10 items identified are used to present a checklist that simplifies the approach to creating high quality IPE while minimizing the barriers and challenges commonly experienced in planning. The session ends with ideas for developing individual action plans that transform the HPAC guidance into strategies and talking points that advocate for and advance IPE at individual institutions. The session engages learners through an interactive format that includes audience participation and response, discussion, and peer feedback. Methods/Description: This interactive session reviews the critical elements of recently published IPE guidance by the Health Professions Accreditation Collaborative (HPAC). The HPAC guidance is then used by the interprofessional team of co-presenters to explore easy, simple, and practical ways to advocate for resources that advance high-quality IPE teaching and learning. Results/Outcomes: Learning Objectives: • Identify critical elements of the 2019 Health Professions Accreditation Collaborative (HPAC) guidance document. • Discuss the application and implications of HPAC guidance to the IPE education community • Demonstrate how to translate HPAC guidance into a simple plan for creative, effective, high quality interprofessional collaboration while addressing common barriers. • Demonstrate how to utilize HPAC guidance to advocate for resources needed in advancing IPE in classroom and clinical settings. Conclusions/Relevance to the conference theme: Interprofessional education has long been identified as one of the strategies employed in our education system to promote health systems transformation and change; this report serves as one of the few formal guidance documents health professions programs can use in guiding and benchmarking their IPE teaching and learning in the classroom and clinical learning environments.