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This paper describes a case study presented to students and faculty in the health professions at an interprofessional case conference. The case described a fictional patient diagnosed with fibromyalgia syndrome as she progressed through six appointments with different healthcare providers, each of which was described as a case vignette and progressively presented to the audience. During each case vignette, students engaged in peer-level instruction regarding discipline-specific content. Faculty facilitators provided a brief discussion about key elements within each vignette. In a post-attendance survey, 92-96% of respondents agreed that they had productive interactions with students and faculty from other health professions and learned how these disciplines approached a patient with fibromyalgia. While 92% of the student respondents agreed that contributions from different healthcare providers was an effective therapeutic strategy for the case patient, 100% agreed that an interdisciplinary approach has advantages to solving a healthcare problem over a mono-professional approach. Our progressive case study model may be used or modified by other schools with multiple health professional programs to provide early experience learning collaboration within an interprofessional framework. Our preliminary results suggest that this approach can increase student appreciation for, and understanding of, the skills and scopes of practice of professional colleagues from other fields through interprofessional exchange. Future investigations should determine whether professional collaboration among healthcare providers improves when they participate in such activities during their professional education.