This paper on interdisciplinarity and liberal education is based on the work of a task force of the Project Change in Liberal Education. The focus is those parts of the education process that bridge or integrate disciplinary approaches and create a different kind of learning that would still be liberal education. The following factors that indicate the complexity of interdisciplinary programs are discussed: Jantsch's typology for interdisciplinarity; choosing appropriate models; achieving an integration of content materials; modifying administrative support systems; determining the costs of interdisciplinarity; and dealing with such matters as team-teaching, curricular and developmental sequencing and individualizing interdisciplinary studies. Recommendations that deal with planning and implementation are presented. An annotated bibliography is included that provides direction on finding information about interdisciplinarity and its practice and that defines the use of terms like multidisciplinarity, transdisciplinarity, and unidisciplinarity. (SW)