Interprofessional practice and education (IPE) is incorporated into pre-licensure healthcare programs to prepare students for collaboration in clinical practice and to improve patient outcomes. The use of interprofessional simulation as a teaching strategy is increasing, but most literature involves medical and nursing students, and outcomes measure students' knowledge, perceptions, or attitudes. The purpose of this study was to compare allied health students' self-assessment of their team's interprofessional collaborative care (IPCC) skills and behaviors with an independent observer's perception during an interprofessional simulation discharge planning event with standardized patients. Students (n = 177) were recruited from the Departments of Occupational Therapy (OT), Physical Therapy (PT), and Physician Assistant Studies (PA). Students reflected on their team's performance, and an independent observer assessed each team's IPCC skills and behaviors with a valid and reliable tool developed from the IPEC Core Competencies. The results showed that students' assessments of their teams' IPCC were significantly greater than the independent observer's ratings. Additionally, the observer found that the students demonstrated higher levels of interprofessional collaboration during a team huddle without a standardized patient present. This study suggests that IPE program evaluation should include observations of interprofessional skills and behaviors and that students involved in interprofessional simulation may benefit from a team huddle prior to team interactions with a standardized patient.