In order to improve efficiency and collaboration in healthcare service provision, it is recommended that students engage in interprofessional education; that is, learning with, from and about professions other than one's own profession. Such endeavors are often impeded by pre-existing attitudes; therefore, self-reporting scales such as the Readiness for Interprofessional Learning Scale (RIPLS) have often been used in studies to gauge perspectives. The original 19-item version of the RIPLS was completed by 418 undergraduate healthcare students from a large Australian University. A principal component analysis with a varimax rotation was first carried out followed by Rasch model analyses on the RIPLS data. A four-factor solution was produced by the initial factor analysis, which did not correspond to the original three-factor solution identified by the RIPLS authors. The subsequent Rasch analyses of the four-factor structure produced two misfitting items, and reconfirmed a four-factor solution. The 17-item four-factor RIPLS demonstrated a good fit to the Rasch model and exhibited good reliability and dimensionality. A four-factor RIPLS solution was identified and confirmed via two statistical approaches. Two items were found not to fit the new RIPLS four-factor structure and it is recommended that they be discarded. Further refinement of the RIPLS is recommended.