As a practitioner in the field, I felt that a greater understanding of how practitioners worked interprofessionally was needed, and this desire was to be the starting point for my research. This thesis records my journey in a research study which explores the interprofessional practice experience of learning disability practitioners. Starting from my original broad research question 'How do professionals in the field of learning disability view interprofessional practice?", the thesis explores the context of learning disability practice and the impact of history on present day services. Set within a general grounded theory methodology it documents my relationship and interactions with the research participants. Choices in relation to methodological decisions made are charted, whilst the dialogue with participants is presented from two analytical perspectives. Firstly, a descriptive analysis of the individuals experience of interprofessional practice. This introduces key roles of the practitioner and identifies significant practice based knowledge. The impact of these roles and knowledge are explored in relation to professional and interprofessional confidence, teamwork strategy and subsequent use of power of the participants. Secondly, an analysis of critical elements of participants personal knowledge, is used to construct, through concept analysis, a preliminary theoretical framework. Thus presenting the components of a model for interprofessional practice in the field of learning disabilities. Towards the end of the journey, the framework's application in practice and its contribution to the field are presented, highlighting the knowledge gained and affirming the contribution of practitioners. The framework's effectiveness is considered in relation to operationalisation, congruence in a changing practice context, standards of professional practice and empowerment. Finally, the framework's contribution of knowledge is assessed and future research suggested: as this journey ends and another begins.