Most of the school-aged children referred in audiology for the assessment of their central auditory functions are experiencing a variety of learning challenges. Research using neuroimaging techniques indicates that even the simplest auditory task like passive listening results in activation of multiple areas of the brain (Bellis, 2003). According to the same author, this interaction among different areas of the brain reflects an incredible degree of integration and interdependency throughout the central auditory nervous system. With that perspective in mind, interpretation of central auditory findings and intervention strategies should reflect this interdependency. The interprofessional approach—an approach that takes into account a child's auditory, language, learning, and associated characteristics—appears to ensure appropriate interpretation and management. This article illustrates an interprofessional model of intervention that is used to deliver services to school-aged children presenting with Auditory Processing Disorders (APD) and associated learning difficulties. The interprofessional team is composed of an audiologist, a speech-language pathologist (SLP), and an occupational therapist. This project is one of the initiatives at the Interprofessional University Clinic of the University of Ottawa (Canada) and has been implemented to provide rehabilitation services to children with APD using a framework based on social participation and interprofessionalism.