While there is an urgency to offer graduate students' inter-professional education (IPE) in child advocacy, there are no templates for educators to utilize. Participants (n=34), inclusive of students, community stakeholders, and faculty from a northeastern university, participated in focus groups to describe what IPE should entail. Grounded theory was used to distill the data, which revealed themes about what participants would value from an IPE program barriers to implementing IPE, and recommendations for implementation . We next developed a template for implementing an IPE curriculum. Participants agreed in-person pedagogical approaches were more desired than online learning, and expressed a need for educators to simulate "real-life" IPE exposure. Future research is needed to examine whether the proposed template promotes professional collaboration.