As teachers of interdisciplinary studies we are subjected to a constant active learning role from our students. This invites us to update our teaching methods at every moment and to understand our role as "learning coaches" in order to promote reflection and critical thinking, rather than giving literal answers to our student’s questions. To practice this "learning coaching", scholars need students to identify their own barriers and facilitators to learn in an interdisciplinary manner for their outcomes to turn out better. It is important for teachers as coaches to leave the expert on content behind and focus on being an expert in the learning process for an interdisciplinary project. This may have different impacts, such as, lowering the scholar’s anxiety because he or she may not handle all the contents of an interdisciplinary project. It will also allow scholars to be “at the same level” with students generating a more equal relationship between both, which may contribute to a better learning environment. One of the most important tools to be a learning coach is to ask optimal questions at the right times, that way students will deduce their own answers promoting their active role in learning.