Interdisciplinary courses, by their nature, are of interest to students enrolled in different majors. Further, involving students of varied disciplinary backgrounds enhances discussions and group projects, as each student brings a unique perspective and expertise to the table, leading to enriched discussions and innovative project work. However, these students enter our courses with different levels of disciplinary expertise, and therefore cannot be expected to enter our courses on the same page with regards to a baseline pre-requisite of knowledge and skills. As a result, a key design question that arises when creating a new interdisciplinary course is how to best prepare the course materials to reach a diverse range of students, meet them where they are, scaffold their learning so that they can master rigorous content, and, additionally, support them as they work collaboratively on team projects. In this round table/panel discussion, we will discuss interdisciplinary courses that we are teaching at Merrimack College, and the efforts that we’ve made to engage our students and promote their success. Panelists have taught interdisciplinary courses such as Sustainable Biomaterials, Music & Politics, Forensic Psychology, Politics of Food, and Environmental Change & Disease.