Interprofessional education is essential to train student nurses to function effectively given that health care delivery has transitioned from a solitary to team-based collaborative delivery. Faculty development in interprofessional education has been a critical element in facilitating the preparation of the IPE-trained nursing workforce. Concerns about scheduling and time variances stand out as ongoing logistical challenges to the implementation of interprofessional education (IPE). Applying innovative strategies to IPE has shown the potential to resolve the logistical barriers. However, there is a gap in research addressing the learning experiences of nursing faculty during IPE. The purpose of the study was to explore the experiences of nursing faculty during their technology-incorporated interprofessional education. Basic qualitative research was conducted to answer the research question: What are the learning experiences of nursing faculty in technology-integrated faculty development for interprofessional education (FDIPE)? The study also researched the logistics of the implementation of IPE and the learning outcomes of nursing faculty engagement in IPE. Purposeful sampling allowed the selection of nursing faculty who attended technology-based FDIPE. Semi-structured interviews were conducted through the Zoom platform to gather information about the nursing faculty's learning experiences during FDIPE. Thematic analysis of data revealed that faculty experienced awareness about the growing significance of interprofessional collaboration. Faculty shared their knowledge in their teaching practice enhancing learner engagement, promoting advocacy for IPE, and building partnerships in the community at various levels. Faculty also indicated that while integrating innovative strategies increased the possibilities of addressing the logistics of implementing IPE, future research must delve into the concerns for the sustainability and continuity of utilization of technology in IPE. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]