Students find the clinical training in obstetric care challenging due to a lack of support from the preceptor, poor continuity of preceptors, feelings of unpreparedness for the clinical training, and stress of achieving the final number of assisted births in midwifery education. From the preceptor’s perspective, the supervisor role is added to an already heavy workload on the maternity ward, with numerous students and little support from the management. To develop clinical training and stimulate student-centered learning, pedagogical models are needed in maternity care. We have done much research on peer learning and implemented this model as a complement in maternity units in hospitals in Stockholm. The results are very positive among students, preceptors, and birthing parents. The conclusion is that a peer-learning model can solve many problems and even progress to interprofessional content learning. We want to share our experiences building this educational and pedagogical model and discuss different understandings of an interprofessional student-centered learning model in the maternity unit. We aim to exchange experiences, reflections, and thoughts on student-centered learning in new models by interacting with the participants.