In the recent decade, the concept of interprofessional practice (IPP) has been widely adopted by hospitals in Taiwan. Medical educators continued to promote interprofessional education (IPE) at medical schools and teaching hospitals. Case-based learning using structured guiding questions has been regarded internationally as one of the most feasible and effective ways to implement IPE. Interprofessional case-based learning can cultivate positive perceptions and attitudes toward team cooperation, but its best practice has been rarely reported in the literature in Taiwan. In this article, we would like to use a COVID-19 case to exemplify how educators could integrate structured guiding questions into IPE by modifying their teaching materials and lesson plans. The way we proposed also incorporates the idea of team resource management and builds a learning environment that promotes collective learning. Meanwhile, we studied how clinical teachers and trainees perceived interprofessional case-based learning, examined whether the trainees achieved the intended learning outcomes, and continued to improve the design of the learning activities. Through integrating structured guiding questions into IPE, we hope to increase trainees’ level of understanding of team collaboration and eventually better the health outcomes of patients.