The findings obtained regarding collaboration emphasize the need for initiatives aimed at identifying knowledge levels in relevant interdisciplinary subjects and areas, as well as addressing potential issues, to propose recommendations. Therefore, this research aims to determine the knowledge, awareness, attitudes, and opinions of final-year psychology students regarding language-speech therapy/disorders and collaboration. In the first stage of the study, 67 participants (60F [89.6%]; 7M [10.4%]; mean age = 22.85) were involved, while in the second stage, 65 participants (59F [90.8%], 6M [9.2%]; mean age = 23.28) participated. Two equivalent questionnaires were developed to be administered before and after the course following a review of the relevant literature for data collection purposes. The data were collected online but with the assistance of a researcher. Descriptive analysis was used for the quantitative data obtained in the study. It was found that participants had knowledge about language and speech therapy and disorders before the course, but this knowledge was not sufficient to enable collaboration. After the course, an increase in participants' knowledge level and a better command of the terminology used in the field of language and speech therapy were observed. It is believed that the training provided will be beneficial in improving the understanding of their professional roles in the collaborative process, understanding the role of other professionals better, and fostering a more cooperative collaborative attitude. Keywords:
Psychology, speech and language, disorder, awareness, teamwork