Interprofessional education (IPE) can be defined as a program that allows two or more professions to learn about, from, and with each other to enable effective collaboration and improve health outcomes (World Health Organization [WHO], 2010). As undergraduate nursing students transition into practice, they may reflect on their IPE experiences and utilize the competencies and skills taught through IPE. The purpose of this study was to explore how IPE influenced undergraduate nursing students’ perceptions on the role of a nurse within an interprofessional collaborative team, as they transitioned from a student to a registered nurse. Using a methodological approach of interpretive description, virtual interviews were conducted to examine the research question. The research question was, “How do undergraduate students at the end of their nursing program perceive the influence of interprofessional education experiences on their understanding of the role of the nurse in the interprofessional team?” Fourteen participants took part in the virtual interviews. They were interviewed using a semi-structured interview guide. Using coding and thematic analysis, one overarching theme and three subthemes were found. The overarching theme was that perspective of the role of the nurse within the interprofessional team was evolving and developing throughout the program. Three subthemes were found to be a process of: knowledge of roles, confidence in practice, and finding one’s voice. This progression led participants to evolve from receiving interprofessional education (IPE) to actively participating in collaborative practice (IPC). Through these findings, the perspectives in which nursing students view the role of the nurse on the interprofessional team can be used to further future research on IPE and undergraduate nursing students.