Policymakers and industry leaders are calling for a 21st century education that is more interdisciplinary in nature, including the ability to solve problems and think creatively. Traditional teaching practices that present subjects as separate and distinct disciplines do not encourage students to make connections between subjects in school and in the inherently interdisciplinary nature of their daily lives. It is important for educators to help students link multiple subjects with the world outside the classroom, encouraging reform that implements a multidisciplinary approach and real world applications. Efforts to include true interdisciplinary experiences in today's schools face many obstacles: teachers as subject specialists, class time schedules, traditional school structures limiting teacher time for curriculum development or collaboration, and lack of understanding of interdisciplinary learning. Rather than true interdisciplinary experiences, students usually participate instead in thematic or multidisciplinary approaches. This article describes a study that examined the experiences of a teacher team: two elementary school teachers, a music teacher and a science teacher, as they developed and implemented innovative, interdisciplinary curriculum based around BioMusic. This emerging field of research combines physical and biological sciences of sound and animal communication with concepts from the discipline of music. Through BioMusic, this project involved designing curricula to provide opportunities for elementary school students to gain a deeper understanding of their world, expanding beyond the traditional classroom presentation of music and the physical properties of sound. (Contains 1 table.)