It is imperative to incorporate education on interprofessional competencies into the curriculum of healthcare provider students in order to meet the individual program accreditation standards. However, what is missing is a theoretical foundation for the education. The purpose of this paper was to examine if the qualitative data from a mixed-methods study using low-fidelity simulation of a case study that demonstrated changes in interprofessional attitudes and behaviors in healthcare provider students aligned with Kolb's Experiential Learning Theory (ELT). First-year students (n=515) from 8 professional healthcare programs participated in the 90-minute study which included a scripted scenario of the patient care rounding process. Using thematic analysis, the qualitative results demonstrated a significant alignment with the four stages of Kolb's ELT. Based on the results of this study, ELT appears to provide a solid theoretical underpinning for the education through which to teach interprofessional competencies to healthcare provider students.