"While educational scholars have long argued for the importance of learners’ perceptions in the evaluation of teaching and learning, compared with teachers relatively little is known about how students are experiencing and thinking about interdisciplinary curriculum. As such, teachers and students, while engaging in their respective roles, are often unaware of the other’s perspectives. We take the position that good (and generous) teaching demands that instructors work to understand how learners are making sense of their interdisciplinary learning. We position students as critical agents in the interdisciplinary learning ecosystem (Lombardi & Shipley, 2021), and seek to uncover how students themselves are navigating, shaping, and making sense of their interdisciplinary learning. In the presentation we share data collected through pre-and -post course survey, analysis of students’ reflective writing in the course, and semi-structured interviews, to contemplate how learners experienced and made sense of a new team-taught interdisciplinary curriculum piloted in Spring 2020 as part of the university’s general education rehaul. The rapid and unexpected shift online in March 2020 required unprecedented flexibility and generosity from both faculty and learners. We reflect on this in our presentation from the perspective of students and instructors. "