Objective: To explore the inter-professional learning experience of clinical psychology and psychiatryrnresidency students. rnDesign: Qualitative study rnSetting: This study was conducted in Addis Ababa University, at the School of Medicine, inrnthe College of Health Science, Department of Psychiatry where both clinical psychology and rnPsychiatry Residence programs are provided. The study was conducted from Sept -April, 2020. rnParticipants: Purposefully sampled 9 participants; 5 clinical psychology and 4 psychiatryrnresidentsâ€™ interprofessional learning experiences were explored. rnMethods: A descriptive qualitative study using thematic analysis was conducted. Data wasrnobtained with semi-structured interviews and analyzed thematically. Data collection and analysis rnwas concurrent. rnResult: Three themes and five sub-themes emerged from the data describing the experiences ofrnclinical psychology and psychiatry students. The themes were: (a) IPE experience, (b) Factors rnaffecting active participation, (c) Professional identity and IPE experience. rnConclusion: IPE experiences were various and resulted from an interaction of many factors. rnDespite the limitations, IPE experience provides many opportunities compared to Uni-rnprofessional learning experience. Inequality in professional status between participantsrnnegatively affects IPE experience. Learning experience require a balanced two-way interactivernlearning between participants. In the initial phase of IPE participants need a clear rolernassignment with a formal objective to avoid confusion and frustration. Participating in IPE is notrnan easy performance - the experience opens many opportunities as well as has many challenges.rnFinally, if implemented with a clear role assignment, significant supervision, and for an optimalrnduration of time IPE experience can help participants to develop their own profession and guidernthem in their future work with other professionals.