In today’s digitalized world, little is done to implement multidisciplinary breast cancer curricula through online learning platforms. More is needed to analyze these platforms pedagogically. Breast cancer education among healthcare professionals requires multidisciplinary collaboration. Using an open-access learning environment gives students and healthcare professionals opportunities to improve and deepen their knowledge about breast cancer care and therapy using evidence-based knowledge. This article aims to analyze the massive open online course (MOOC) platform of interprofessional cooperation in the breast cancer therapeutic phase (ICBCTP) using Fink’s taxonomy of significant learning: foundational knowledge, application, integration, human dimension, caring, and learning how to learn. This research analysis will also discuss the phases of the curriculum development of the learning platform and the corresponding modules, themes, and sub-themes in an attempt to help learners achieve the competencies required by the field of expertise. Fink’s taxonomy of significant learning provides a theoretical framework for developing the learning platform through human connections and interactions with learners from various professional and educational backgrounds.