Today's healthcare delivery involves multiple providers and locations, from primary care nurses to specialists, hospitals, and more. Each is challenged to utilize resources efficiently and deliver quality, timely, cost-effective, and evidence-based care to its patients. The purpose of this paper is to describe the development of a program of learning that implements evidence-based practice through interdisciplinary collaboration among nursing, engineering, pharmacy, health sciences, communication, and Homeland Security at a large Midwestern university. This involves the School of Nursing's Doctor of Nursing Practice (DNP) program that uses interdisciplinary resources to create unique DNP curriculum opportunities. A defining feature is the implementation of collaborative practice team education and internships in which DNP students, engineering graduate students, and others share coursework and work together on major internship experiences that research and implement evidence-based practice.  Advantages and disadvantages of interdisciplinary collaboration will be discussed.  The DNP delivers an innovative curriculum from post-baccalaureate to doctorate, emphasizing healthcare engineering and interdisciplinary collaboration among faculty, hospitals, community leaders, and policy makers.  Students prepare to change their education and practice settings by promoting, implementing, and evaluating evidence-based practice through mentorship programs, projects, and practice at nurse-managed clinics, the hospital bedside, and community settings. Doctoral coursework, interdisciplinary collaboration, healthcare engineering/systems approaches, and new knowledge result in providers with distinct skills.  Post-baccalaureate students complete an Adult Nurse Practitioner program or a developing Pediatric Nurse Practitioner program during the first two years of the four-year curriculum.  A total of 83 post-baccalaureate credit hours include 1,526 hours of supervised clinical practice, a health policy residency, and cognate residencies in a specialized area such as systems modeling and simulation.  Other schools may profit from this experience in the development of their own programs that implement evidence-based practice.